ࡱ>     g YbjbjVV /r<r<Z:::::D~~~dbd~a ''4'''(((       $1v :f2((f2f2 ::'' PPPf2r :':' Pf2 PP$PT'p s?|tt 1 0a lT@$T:Tx(_+P/-t.(((  xP^(((a f2f2f2f2((((((((( :  ROCHESTER CITY SCHOOL DISTRICT REGENTS EARTH SCIENCE CURRICULUM CURRICULUM FRAMEWORK This curriculum should be used as a lesson planning guide/instructional design for teachers. The Key Ideas The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know. The Performance Objectives The Performance Indicators are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Indicators provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard. The Major Understanding The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes. Suggested Assessments These are stated as general categories based on the Major Understandings and Performance Indicators. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Indicators. Vocabulary The essential vocabulary were listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms. The Suggested Activities The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Indicators in addition to preparing students for the assessment may also be used. The Conceptual Question The conceptual question is based in the Performance Indicators and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Indicators. SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING Working Effectively contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group. Gathering and Processing Information accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions. Generating and Analyzing Ideas developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data. Common Themes observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem. Realizing Ideas constructing components or models, arriving at a solution, and evaluating the results. Presenting Results using a variety of media to present the solution and to communicate the results. SCIENCE PROCESSING SKILLS Observing Using one or more of your senses to gather information about objects or events Seeing, hearing ,touching, smelling, or tasting or combinations of these Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc. Scientific observations are always recorded Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc. Classifying Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common properties, methods, patterns, or systems. Based on an identification process objects or events can be grouped according to similarities and differences Objects or events are placed into categories based on their identifiable characteristics or attributes. Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information Comparing and Contrasting Identifying observable or measurable similarities and differences between two or more objects, data, events or systems Using specific criteria to establish similarities and /or differences between two or more objects or events. Showing what is common and what is uncommon between two objects, events, conditions, data, etc. Inferring A statement, reasonable judgment or explanation based on an observation or set of observations Drawing a conclusion based on past experiences and observations Inferences are influenced by past experiences Inferences often lead to predictions Taking previous knowledge and linking it to an observation An untested explanation Predicting Making a forecast of future events or conditions expected to exist Forecasting an expected result based on past observations, patterns, trends, data, or evidence Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted Using an inference to tell what will happen in the future Interpolated prediction is made between two known data points Extrapolated prediction is made outside or beyond known data points Measuring Making direct and indirect comparisons to a standard unit Each measurement has a number and a unit Making quantitative observations or comparisons to conventional or non-conventional standards Instruments may be used to make reliable, precise, and accurate measurements Communicating Verbal, graphic or written exchange of information Describing observations, procedures, results or methods Sharing information or observations with charts, graphs, diagrams, etc. Hypothesizing Making a possible explanation based on previous knowledge and observations Making an educated guess Proposing a solution to a problem based on some pertinent information on the problem Constructing an explanation based on knowledge of the condition Tells how one variable will affect the other variable A logical explanation that can be tested Identifying variables and their relationship(s) Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation) Testing a Hypothesis/ Experimenting Following a procedure to gather evidence to support or reject the hypothesis Applying the scientific method to gather supportive or non-supportive evidence Testing variables and drawing conclusions based on the results Designing investigations to test hypotheses Testing how one variable affects the other Following a precise method to test a hypothesis Forming conclusions based on information collected Controlling variables to isolate how one will affect the other. Answering a research question Making Models Creating representations of objects, ideas or events to demonstrate how something looks or works Models may be physical or mental representations Models can be computer generated Displaying information, using multi-sensory representations Constructing Graphs Identifying dependent and independent variables and showing relationships Showing comparisons between two or more , objects or events Distribution of percentages Producing a visual representative of data that shows relationships, comparisons or distribution Labeling and scaling the axis Descriptive data bar graph Continuous data line graph Converting discreet data into pictures Collecting and Organizing Data Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems Categorizing and tabulating the information to illustrate patterns or trends Recording measurements, male drawings, diagrams, lists or descriptions Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format. Sorting, organizing and presenting information to better display the results Using titles, tables, and units for columns Analyzing and Interpreting Data Looking for patterns, trends or relationships in the arrangement of data Deciding what the collection of information means Looking at pieces of data to understand the whole Looking at the independent and dependent variables and their relationship Looking for consistency and discrepancies in the data Making sense of the observations, data, etc. Forming Conclusions Making final statements based on the interpretation of data Making a decision or generalization based on evidence supported by the data Telling whether the data supports the hypothesis or not A factual summary of the data Researching Information Asking questions and looking for relevant information to answer it Using various methods and sources to find information Identifying variables and asking questions about it followed by gathering relevant information. Research questions may focus on one variable or the relationship between two variables. Asking relevant questions to a specific problem and identify resources to gather information and answer the problem Formulating Questions Asking the who, what, where, when, why, how, what if, of the problem, information, or even Using the given information to search for further understanding Asking textually explicit questions that can be answered by the text. Asking textually implicit questions that are inferential and cannot be answered by the text alone Estimating Making a judgment about the size or number of an item, or attribute without actually measuring it Making a judgment based on past experiences or familiarity Identifying Variables Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships Showing the cause and effect relationship in respect to the variables Any factor, condition, or relationship that can affect the outcome of an experiment, event or system. There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held constant). Controlling Variables Keeping variables consistent or constant throughout and experiment Controlling the effect or factors that influence the investigation Forming Operational Definitions Tell how an object, item, idea, or model functions works or behaves Tells the purpose or the use of the object or model Tells what the term means and how to recognize it Reading Scales and Instruments Identifying the intervals and scales Reading or counting the total number of scales , graduations or points Identifying initial and final measurements, counts or increments Calibrating Instruments Setting the instrument to zero before beginning to use it Adjusting the instrument to measure exact with known copies Setting the instrument measures to a known standard Following Procedures Following a given set of oral or written directions to accomplish a specific task to obtain desired results Applying Formulas Using theoretical formulas to a concrete or abstract situation Applying a theoretical measurement to a model Gathering information from a known condition or situation and substituting the elements or variables into a formula. Interpreting Scientific Illustrations Looking for connections, sequences and relationships amongst the components Identifying individual and multiple relationships Categorizing groups and individual entities Reading the label or description of the illustration Sequencing Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria Identifying the elements and organizing them chronologically Conduct an Investigation Identify the question or problem Conduct some preliminary research Identify the variables Develop and follow the procedures Make observations and collect data Analyze the information and report the results Identifying Properties Selecting items, conditions or events based on specific attributes or features Evaluating Making a judgment of worth or merit based on a set of criteria Deciding to approve or disapprove a based on some standard Asking how the data was obtained or how the information was collected Asking how the investigation was done Seeking and Providing Evidence Searching for and sharing factual information Identifying relationships or proofs that support an argument Stating specific and significant or relevant information to support an idea, decision or argument Making Decisions Gathering relevant information, or evidence to support a choice between alternatives Manipulating Materials Handling materials and equipment in a safe, skillfully and in an appropriate manner Generalizing Making a general statements from specifics, particulars, or components Identifying Cause and Effect Relationships Recognizing the influence of the independent variable on the dependent variable Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome Constructing Tables Placing similar information into categories Ordering discrete information into groups to develop patterns, trends, etc Using columns and rows to distinguish elements and components of the information Analyzing Results Determine the meaning of the data collected Identifying specific patterns from the information or effects Separating the information to understand the components Interpreting Graphs Identify the variables and categories Look for relationships and patterns Look for sources of errors Asking what is evident from the information Can interpolations and extrapolations be made from the data Interpreting Diagrams Tell what the objects, or items represents Tell what the diagram is a model of, or represents Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes Tell the sequence of events or the chronology of the elements Construct an explanation from the interrelated parts or components DEEP SPACE AND SOLAR SYSTEM Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2a The Universe is vast and estimated to be over 10 billion years old. The current theory is that the universe was created from an explosion called the Big Bang. Evidence for this theory includes: Cosmic background radiation A re-shift (the Doppler effect) in the light from very distant galaxies.  Explain the theory and cite evidence used for the scientific theory of origin of universe and solar system. Order astronomical events by age (relative age or absolute age). Describe the visible spectrum and discuss how astronomers use spectroscopes to study stars and planets. Describe the re-shift in stellar spectrum in terms of the Doppler Effect.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Big Bang Theory Electromagnetic energy Wavelength Spectroscope Spectrum Doppler effect Use a spectroscope to observe spectrograms of light sources produced by several different gases and by the Sun. Discuss the Big Bang hypotheses and present evidence for it. Discuss use of dark line spectra as fingerprints to identify elements in a star. Discuss the Doppler shift of absorption lines caused by stellar motion. Use Electromagnetic Spectrum Data Table (ESRT) to compare wavelengths of various types of electromagnetic energy. Create a timeline of astronomical events. How old is the universe? How old is the Solar System and Earth?  Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2b: Stars form when gravity causes clouds of molecules to contract until nuclear fusion of light elements into heavier elements 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 known as the Milky Way. Our galaxy contains billions of stars, and the Universe contains billions off galaxies.  Describe the process of star formation from nebula to hot white dwarfs. Use the concept of gravity to explain nuclear fusion of light elements into heavier elements. Given stages of stars, put them in order of the sequence they go through in their life. Identify star type given brightness, luminosity, size and /or temperature. Describe the process of fusion. Given a model of the Milky Way galaxy: identify its shape; locate position of Sun, Solar System. Earth, in the model. Arrange stars in order of size, temperature, and age. Identify star by name given its properties. Define and describe properties of giant, super giant, and dwarf stars and give examples of each. Identify properties of our sun: temperature, brightness, size, age, and location within the Milky Way galaxy. Identify the pattern of star brightness, color temperature.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsNebula Nuclear fusion Red giant Upper giant White dwarf Supernova Pulsar Black hole Main sequence star Luminosity Magnitude Galaxy Spiral Galaxy Elliptical Galaxy Irregular Galaxy Star Galaxy Milky Way Discuss star formation; fusion resulting in formation of heavier elements and energy. Discuss how astronomers classify galaxies. Use the Hertzsprung-Russell (H-R) diagram (ESRT) to: identify properties of stars; classify star as main sequence, super giant, or dwarf; compare properties of various stars; analyze relationships of star brightness, color, temperature. Observe photos of galaxies; classify each by its shape as spiral, elliptical, irregular. Model top and side view of Milky Way galaxy locating Suns (Earths) position in each view.  What is the Sun made of and how does it produce energy? How are stars formed? Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2e: Earths early atmosphere formed as a result of the outgassing of water vapor carbon dioxide, Nitrogen, and lesser amounts of other gases from the interior. Explain the formation and evolution of the atmosphere. Describe and explain change in atmosphere over time. Compare and contrast composition of early and modern atmosphere. Determine the temperature, pressure, water vapor content at a given altitude within the atmosphere, and/or predict the change in atmospheric conditions with a change in altitude. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Atmosphere Outgassing Human activities % Composition % Deviation(error) Discuss outgassing; model outgassing (with alka seltzer or vinegar and baking soda, etc). Discuss the role of gravity and density to the formation, composition, and layering of the atmosphere. Graph % composition of carbon dioxide, oxygen, nitrogen throughout earth history. Experimentally determine amount of oxygen in air; calculate % error in experimental data. Use Selected properties of Earths Atmosphere (ESRT) to find altitude, pressure, water vapor content, and temperature information about the layers of the atmosphere.  What is the nature of our atmosphere (composition, structure, properties)? What are some of the atmospheric changes that have occurred with time and or space? Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2f: Earths 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. Describe the origin and composition of oceans. Analyze gradient of ocean features to identify features. Relate formation of oceans to formation of Earth; formation of Atmosphere. Analyze factors that would increase/decrease sea level; salinity of oceans. Support the hypothesis of early oceans using scientific evidence. Identify and describe feature of ocean margins and basins. Identify the factors that cause a change in sea level; salinity of oceans.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsSedimentary rock Sedimentary processes Continental margin Continental rise Ocean basin Abyssal plain Continental shelf Continental slope Topography Gradient Salinity Diagram features of the ocean floor. Use the discovery of 4 billion year old sedimentary rocks to support the theory of an early ocean. Evaluate slopes of ocean rise, abyssal plains, continental shelf, and continental slope. Discuss the formation of sedimentary rocks. Discuss how the presence of sedimentary rocks can be used to infer early oceans. Demonstrate/investigate changes in salinity as water evaporates from an area.  How did the Earths oceans form?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1a: Earth systems have internal and external sources of energy, both of which create heat.  Identify and describe the two main sources of energy for Earth processes. Analyze the properties of a material to determine if it will be a good absorber/radiator of energy. Evaluate a materials ability to interact with electromagnetic energy (ie: clouds, ice, snow, reflect sunlight; ozone absorbs UV rays). Put in order of importance, sources of energy for Earth processes (solar, radioactive decay, condensation of water vapor, wind, and tidal). Explain how radioactive decay produces energy. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsSolar energy Radioactive decay Energy Potential energy Kinetic energy Electromagnetic energy Spectroscope Absolute zero Reflection Refraction Scattered Absorbed Transmitted Observe solar energy using a spectroscope. Investigate properties of a good absorber. Use the Electromagnetic Spectrum chart (ESRT) to: compare wavelengths of various types of electromagnetic energy; identify type of energy given its wavelength; arrange forms of energy by (increasing/decreasing) wavelength. Model energy: reflection, refraction, absorption, scattering, transmission, and change in form.  What are other sources of energy for Earth processes?  Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations. Major UnderstandingsPerformance ObjectivesSuggested Assessment1.1a Most objects in the solar system are in regular and predictable motion. These motions explain such phenomena as the day, 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. Explain the modern Heliocentric model of the Solar System (elliptical orbits). Relate gravity to motions of celestial bodies. Compare and contrast the Suns path, noon angle, length of day, noon shadow length for each solstice and equinox. Identify as Geocentric or Heliocentric models showing positions of Earth, Moon, Sun. Differentiate between apparent and actual motion. Describe the Suns apparent motion. Identify positions in an orbit that would indicate maximum/minimum orbital velocity, gravitational pull, apparent diameter. Given a plastic hemisphere marked with a suns apparent daily path: -determine the length of daylight hours represented by the path. -mark zenith. -Compare path to either solstice or equinox paths. Describe and identify by name, phases of the moon in terms of position of Earth, Moon, Sun and amount of visible sunlit portion. Compare and contrast solar and lunar eclipse. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsTheory Geocentric Heliocentric Apparent motion Actual motion Solstice Equinox Phase Eclipse Tide Gravity Orbit Rotation Revolution Given shadow length of a stick for noon, draw shadow lengths and directions for any given time of day/or season. Identify moon phase given position of Earth, Moon, Sun or amount of visible sunlit portion. Make Geocentric, Heliocentic models of Universe. Discuss apparent and actual motion. Plot suns apparent path on a plastic hemisphere for each solstice and both equinoxes. Model/demonstrate Moon phases. Model Lunar and Solar Eclipse Graph tidal information, relate graphs to moon phases. How did the modern heliocentric model of the solar system develop? What is apparent motion? What causes the suns apparent motion to vary?  Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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. Describe planet orbits in terms of: satellite, primary, shape; gravitational pull; orbital speed; suns apparent diameter; and position of the sun. Describe the moons orbit around the earth in terms of shape, and Earths position. Define ellipse and eccentricity. Calculate eccentricity given an ellipse whose foci have been marked. Compare the eccentricity of the ellipse to the eccentricity of any planet. Given an eccentricity: describe the shape of the ellipse, compare the shape of the ellipse to the shape of Earths (or any planets) orbit. Compare and contrast the orbital shapes of the planets. Describe the path of any satellite in terms of shape and location of its primary (man-made satellite around the earth; planet X around a star). Analyze planets rates of revolution and relate rate to distance from Sun. Given properties of a planet (eccentricity of orbit, length of revolution/rotation, distance to sun) name the planet. Predict orbital speed, gravitational pull, apparent diameter of sun, and period of revolution given a planets distance from the sun. Predict time and location of moonrise.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsEllipse Eccentricity Focus Satellite Primary Orbit Period Revolution RotationConstruct ellipses, measure focal distance, measure major axis, and use measurements to calculate eccentricities. Explore Keplers laws of planetary motion, relating changes in gravitational pull, orbital speed, and apparent diameter to position of planet in its orbit. Use the Solar System Date table (ESRT) to determine planet properties: eccentricities, period of revolution, period of rotation, distance to Sun.Why does distance between Earth and Sun vary? What is the relationship between planet distance and any of the following factors: orbital speed, gravitational pull and apparent diameter of the sun? Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.1i: Approximately 70 percent of Earths surface is covered by a relatively thin layer of water which responds to the gravitational attraction of the Moon and Sun with a daily cycle of high and low tides. State the relationship between gravitational pull and tide cycle. Analyze positions of Earth, Moon, Sun to determine the tidal cycle at each position.Describe Earths exterior layers-hydrosphere, lithosphere, atmosphere, biosphere. Given position of Earth, Moon, Sun, state the tidal cycle associated with the position. Relate gravitational pull to distance and mass. Define tides. Graph and interpret the cyclic nature of tides. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Hydrosphere Lithosphere Atmosphere Biosphere Tide High Tide Low tide Cyclic Gravitational attraction Make a model, drawn to an appropriate scale, of the Earths layers-Hydrosphere, Lithosphere, Atmosphere. Given tidal information for an area: graph the information; state the relationship of time and water height; determine the height of water at a given time; use the graph to predict the next high/low tides. Relate moon phases to tidal changes. Why does the moon have a greater affect on the hydrosphere than the sun? Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2c Our solar system formed about 5 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 planets location in relationships to the Sun. The terrestrial planets are small, rocky, and dense. The Jovian planets are large, gaseous, and of low density. Describe the formation of our solar system. Use concepts of gravity and density to explain layering of Earth and other planets. Distinguish between terrestrial and Jovian planets.Describe the various objects of the solar system, planets, moons, comets, asteroids, and meteoroids. Explain layering of Earth in terms of density. Relate density of material to their position in a series of layers. Relate characteristics of planets to their location in relationship to the Sun. Identify the relationship of planet characteristics to distance from the Sun. Categorize planets as terrestrial or Jovian using data from the ESRT.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsDebris Solar system Sun Planets Terrestrial Jovian Density Floating Sinking Direct relationship Constant Relationship Inverse relationship Cyclic relationship Use the Solar System data table (ESRT) to compare size, mass, density of planets. Discuss the relationship between gravitational attraction and the density of a material. Measure mass and volume of various materials. Use the data to determine density. Observe layering (floating, sinking) of materials of different densities. Compute density of various solids and use the information to predict position of solid in water. Graph mass and volume data; volume and density data, state relationships shown.What theory describes the formation of our solar system? How did gravity and density determining the characteristics of the planets?  Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2d: asteroids, comets, and meteors are components of our solar system. Impact events have been correlated with mass extinction and global climate change Impact craters can be identified in Earths crust. Describe/differentiate space objects-asteroids, comets, meteors. Describe impact event; relate impact events to mass extinction of marine life at end of Paleozoic and to dinosaurs at end of Mesozoic. Describe impact crates in terms of shape and formation. Explain the cyclic nature of occurrence of comets and meteor showers in terms of orbits. Identify by shape, an impact crater. Compare paths of asteroids, comets: to each other; to planet paths. Given position of Sun, asteroid/comet, Earth, determine if the asteroid/comet would be visible from Earth. Use the orbital shape of asteroid/comet paths to: determine the relationship of position in orbit and visibility from earth; predictability of occurrence. Analyze the role of Earths atmosphere in reducing the number of impact craters; obliterating evidence of impact craters. Use the concept of friction to explain the variation in number of impact craters on Earth and Moon.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Asteroid Comet Meteor Meteoroid Meteorite Impact event Impact crater Friction Model asteroid/comet orbits with respect to Sun and Earth. Observe, measure, compare, eccentricities of comets to those of planets. Observe photos of impact craters. Model/create impact craters relating size, shape, density of object to size, shape of crater. (Use digital photography to analyze pattern/amount/height of debris released during an impact event). What are space objects? What did cause the extinction of dinosaurs? EARTHS COORDINATES, MOTIONS, SEASONS Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations. Major UnderstandingsPerformance ObjectivesSuggested Assessment1.1c: Earths coordinate system of latitude and longitude, with the equator and the prime meridian as reference lines, is based upon Earths rotation and our observation of the Sun and stars. Compare and contrast latitude and longitude. Relate altitude of Polaris to latitude of observer. Using Earths rate of rotation, calculate time change between two locations. Define and give examples of co-ordinate systems. Relate change in time and longitude to Earths rate of rotation. Describe the Suns position at local noon. Given longitude information for two locations and time at one of the locations, calculate time at the second location. Identify and locate some famous constellations and describe their apparent motions in the sky. Given the time of day at two locations and longitude of one of the locations, determine the longitude of the other location. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Latitude Longitude Astrolabe Altitude Polaris Axis of rotation Rotation Revolution Constellation Use the NYS Bedrock Geology Map (ESRT) to determine latitude and longitude for various locations in NYS. Make and use an astrolabe. Discuss position of Polaris above the Earths axis of rotation and relate altitude of Polaris to latitude of the observer. Use a world map to locate by latitude and longitude: locations of earthquakes/volcanoes, hurricane storm paths, hot spots, plate boundaries. Use a world map to determine time difference between two locations. What is the basis of the Earths co-ordinate system? How are latitude and longitude used to locate position on the Earth?  Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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, Moon, and 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. Explain apparent motion of Sun and stars in terms of terrestrial motion. Calculate Earths rate of rotation given one rotation rate equals 3600 and takes 24 hours. Compare and contrast rotation and revolution rates of planets. Describe the motion of the apparent motion of the planets. Given a model of the Earths orbit around the sun, showing axial tilt at various positions, identify date/season of each position. Plot a given time of day on a 3-d model given: a Suns apparent path and position of a second time of day. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Terrestrial motion Local time Meridian Time zone Axis of rotation Rate of rotation Model terrestrial motion. Use Solar System Data Table (ESRT) to determine rates of terrestrial motion. Diagram Earths orbital path showing the axial tilt at various locations in the orbit. Observe and measure changes in the Suns position throughout a class period. Observe and measure changes in Suns path and length of shadows throughout the day/year. Model Suns apparent path, relating positions on the path to times of day. How fast are we moving? How can the Suns position in the sky be used to determine time/season? What is the basis of our time system?Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.1e: The Foucault pendulum and the Coriolis effect provide evidence of Earths rotation. Describe the Foucault pendulum and explain why it is used as evidence of The Earths rotation. Describe the Coriolis effect and explain why it is used as evidence of Earths rotation. Predict apparent movement of a Foucault pendulum on a rotating Earth. Predict apparent motion of a fluid over the Earths moving/non-moving surface. Relate planetary wind belts to the Coriolis effect. Relate movement of ocean currents to planetary wind belts and Corilois effect. Describe the direction of the Gulf Stream and relate it to planetary wind belts and Coriolis effect. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Foucault pendulum Coriolis effect Fluid Model Foucault pendulum. Model Coriolis effect. Plot Hurricane paths and relate hurricane movement to planetary winds and to Coriolis effect. Use Planetary Wind and Pressure Belt Map (ESRT) to analyze Coriols effect at various locations on the Earths surface. Use Ocean Current Map (ESRT) to relate direction of ocean current to planetary winds and to Coriolis effect. Discuss evidence of rotation of other planets. What evidence do we have to indicate the Earth is not stationary? What evidence do we have that other planets rotate? Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.1f: Earths changing position with regard to the Sun and Moon has noticeable effects. Earth revolves around the Sun with its rotation axis tilted at 23.5 degrees to a line perpendicular to the plane of its orbit, with the North Pole aligned with Polaris. During Earths one-year period of revolution, the tilt of its axis results in changes in the angle of incidence of the Suns rays at a given latitude. These changes cause variations in the heating of the surface. This produces seasonal variation in weather. Describe the effects of the Earths axial tilt and revolution on the duration of insolation, angle of insolation and temperature at different latitudes. Identify the causes of seasons on Earth. Identify the date, conditions and positions of the Sun at different latitudes on solstices and equinoxes. Given a model of a suns apparent daily path predict the season, infer changes that will happen to the path as the time of year changes. Describe the apparent path of the sun across the sky on seasonal dates. Describe the changes in season, temperature, duration of insolation, angle of insolation if the Earths axial tilt increased/decreased. Locate Polaris in terms of Earths axis of rotation.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Insolation Duration of insolation Angle of insolation Direct rays Axial tilt Celestial hemisphere Rotational axis Diagram the Earths axial tilt with respect to the Sun at seasonal dates, show position of Suns direct rays, daylight and nighttime. Use plastic hemisphere to: model Suns position at solstices and equinoxes as seen from different latitudes; interpret latitude, date and/or season of a given path; determine duration of sunlight; determination of angle of insolation at noon; location of zenith. Given a model showing Earth, axial tilt and Sun rays: determine season; number of daylight hours at a given latitude; location of suns direct rays; relative distance to the Sun; Angle of insolation at various locations; position of day/night. What causes seasonal variation in angle of insolation, duration of insolation, temperature?  Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.1g: Seasonal changes in the apparent position of constellations provide evidence of Earths revolution. Explain how seasonal changes in constellation provides evidence of the Earths revolution. Calculate the Earths rate of revolution. Define constellation. Identify by shape and name some common constellations. Describe Earths revolution. Given a model of Sun, Earth and its orbit, constellations positions, determine which constellations would be visible from a given location within the orbit. Identify season by the visible constellations. Identify some constellations and describe their apparent motions in the sky. Predict star/constellation motion if the Earths revolution were to change (increase/decrease/stop).Vocabulary/VisualsSuggested ActivitiesConceptual Questions Constellation Revolution Orbit Big Dipper Little Dipper Polaris Orion Model Earths revolution around the Sun. Diagram various constellations: Big and Little Dipper (Ursa Major/Minor), Orion, etc. Discuss origin of names of constellations. Explain why Orion can only be seen in the Winter sky. Discuss evidence for Earths revolution. How do constellations provide evidence of Earths revolution? Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.1h: The Suns apparent path through the sky varies with latitude and season.  Describe and explain the causes of changes in the Suns apparent path throughout the year. Analyze a suns apparent path to determine latitude of observer. Predict changes to a Suns path, noon angle, and shadow length as time/date/season change. Analyze several apparent paths for one location to determine date/season. Predict duration of insolation, angle of insolation, temperature and shadow length for a given latitude. Relate angle of insolation to time of day/season/latitude. Compare and contrast the Suns apparent path at various latitudes. Relate duration of insolation to time of day/season/latitude. Analyze a diagram of Earth showing axial tilt and day/night to determine date/season. Analyze the shadings on a Geochorn to determine season. Locate zenith on a celestial model of Suns path.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Apparent path Latitude Season Varies Zenith Solar noon Direct ray Observe, measure, graph Suns position in the sky throughout a day/year. Describe a Geochorn. Define zenith. Observe, measure, graph shadow lengths and directions throughout a day/year. Identify position of Suns direct rays for solstices and equinoxes. Identify location of observer, given Suns path on a given date for the location. On a diagram of Earth, draw in the rotational axis, shade in areas of night for the first day of each season. Construct operational definition of both astronomical and meteorological season. Discuss and use a Geochron. Are all seasons the same length?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.2a: Insolation (solar radiation) heats Earths surface and atmosphere unequally due to variations in: The intensity caused by differences in atmospheric transparency and angle of incidence that vary with time of day, latitude, and season. Characteristics of the materials absorbing the energy such as color, texture, transparency, state of matter, and specific heat. Duration, which varies with seasons and latitude. Compare and contrast materials abilities to absorb, radiate, and reflect insolation. List and explain what happens to solar energy when it reaches the Earths atmosphere and surface. Predict the ability of a material to absorb/radiate energy given: its surface characteristics; specific heat; ability to radiate/absorb energy. List and describe characteristics that affect absorption and radiation of heat energy. Given graphs of simple relationships, identify the graph that represents the relationship between a given set of variables that affect surface temperatures (temperature and: angle of insolation, atmospheric transparency, duration of insolation, time of day, time of year). Identify the changes that occur in duration of insolation with latitude, season. Predict times of maximum/minimum temperatures given the areas times of max/min intensity of insolation. Identify the changes that occur in angle of insolation with changes in time of day, latitude, and season. Explain how energy can be stored or released during a phase change.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsInsolation Intensity Transparency Angle of incidence Latitude Season Duration Texture State of matter Specific heat Temperature lag Phase change  Investigate relationships between temperature and: angle of insolation; duration of insolation; season; latitude. Investigate relationship between temperature and angle of insolation; duration of insolation; time of day; time of year; time of maximum intensity, atmospheric transparency. Investigation absorption and radiation rates of various materials (black vs shiny cup; land vs water; dark sand vs light sand). Investigate heating and cooling rates of different rock materials. Investigate temperature change during a phase change. Cont. 2.2a Suggested Activities Model suns angel of insolation at: noon, throughout day/season; various latitudes. Create/use a data table listing date, season, latitude, noon angle of insolation; duration of insolation. Use the data table to identify and or graph relationships.  What are the factors that control the amount of suns energy (insolation) that is received in an area?  WEATHER VARIABLES, SYSTEMS, FORECASTING Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1d: Weather variables are measured using instruments such as thermometers, barometer, psychrometers, precipitation gauges, anemometer, and wind vanes.  Identify the tools used to measure weather variables. Match the weather instrument to its correct use(s). Convert temperatures from one scale to another. Convert pressure from millibars to inches or inches to millibars. Interpret weather data on a map, making the appropriate conversions for weather analysis. (ie: temp reported in Fahrenheit needs to be converted to Celsius in order to determine dew point or relative humidity). Use Dew point Temperature and Relative Humidity charts (ESRT) to determine dew point, relative humidity, probability of precipitation, and/or cloud height for a given set of conditions (either predetermined or measured by the student). Vocabulary/VisualsSuggested ActivitiesConceptual Questions Thermometer Barometer Sling psychrometer Hygrometer Anemometer Rain gauge Observe, measure and record weather data using appropriate tools. Observe and record weather changes. Use Temperature scales (ESRT) to convert temperature. Use Pressure scale (ESRT) to convert pressure. Use Dew point Temperature and Relative Humidity charts (ESRT) to determine dew point, relative humidity, probability of precipitation, and/or cloud height. Graph weather variables (daily, yearly). Analyze relationships. What are the tools of the meteorologist? How have computers, Doppler Radar, and other technology changed weather prediction?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1e: Weather variables are interrelated. For example: temperature and humidity affect air pressure and probability of precipitation; air pressure gradient controls wind velocity. Predict the change that will occur in one weather variable, given the change in a second variable. State and describe relationships between weather variables, including by not limited to: air temperature and air pressure; air temperature and ability to hold moisture; air pressure and ability to hold moisture; air pressure gradient and wind velocity; air temp, dew pint temp and chance of precipitation; origin or air mass and air mass characteristics; frontal boundary and type of weather; pressure system and type of weather; movement of storms and planetary wind belts; humidity and cloud height. Explain why the term probability of occurrence is used to discuss future weather. Identify an area on an isomap with specific weather conditions (ie: high winds; clear, cooler, drier air; high chance of precipitation) Given graphs showing simple relationships, choose the correct graph for any pair of weather variables (ie: air temp and pressure-inverse; air temp and ability to hold moisture-direct). Predict the weather in an area given a set of related weather variables. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsProbability Direct relationship Constant relationship Cyclic relationship Inverse relationship Air mass Low pressure High pressure Altitude Air temperature Air pressure Pressure gradient Wind velocity Dew pint temp Air mass Mass characteristics Frontal boundary Pressure system Planetary wind belts Humidity Cloud heightGraph weather data to determine relationships between pairs of variables. Read weather maps, identify areas of: high/low wind speed; high/low chance of precipitation; type of precipitation (based on air temp); warm, wet weather; cold, dry weather; source regions for various air masses; direction of movement of storm systems/air masses/fronts.  How are weather variables interrelated? How can weather variable relationships be used to predict weather?Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1f: Air temperature, dew point, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movements. State the relationship between air temperature and density. Relate changes in air temperature to air movement. Explain how clouds form. Identify the conditions necessary for clouds to form. Determine the altitude at which a cloud will form given air temperature and dew point.Predict air movement given a frontal surface. Use density differences to explain vertical (rising and sinking) movement of air. Predict temperature change given direction of air movement. Analyze a diagram showing wind direction and topographic features (lakes, oceans, mountains) to determine which side of the mountain will be cool and wet/warm and dry. Describe movement of air in a convection cell in terms of temperature, density, pressure, direction of vertical movement. Analyze temperature data to determine type of precipitation and/or change in precipitation at various altitudes. Determine the height at which clouds will form given temperatures, dew points, and/or expansion (cooling) rates. Identify the various forms of precipitation and explain how each forms. Describe the flow of air at each of the four frontal surfaces. Describe the orographic effect. Predict weather given air movement directionVocabulary/VisualsSuggested ActivitiesConceptual QuestionsVertical Expansion Compression Convection cell Cloud Precipitation Orographic effect Windward Leeward Model cloud formation. Investigate the relationship between air temperature and air density. Diagram air movement, cloud formation, and precipitation patterns at each of the 4 frontal surfaces. Diagram air movement, cloud formation, and precipitation patterns at a mountain. How do clouds form? What are the conditions necessary for cloud formation and precipitation to occur? What causes the vertical flow of air?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1g: Weather variables can be represented in a variety of formats including: radar and satellite image; weather maps (including station model, isobars, and fronts); atmospheric cross-sections; and computer models. Compare and contrast a variety of forms of weather maps. Examine cross-sectional models of frontal boundaries, note shape of boundary, direction of flow of air at boundary, type of cloud formation, and pattern of precipitation. Draw a station model to represent a given set of weather conditions. Identify type of frontal boundary given a cross-sectional model of shape and characteristics of the boundary; and isomap showing weather variables. Record and decode weather variables in proper station model code. Use weather maps to identify weather patterns and trends and to predict weather.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Station model Decode Frontal boundary Cross-sectional model Weather maps Use weather maps from newspaper and/or internet to obtain weather data and to identify weather patterns and trends. Draw a station model to show how conditions change after a passage of a cold/warm front. Prepare station models for a given set of weather conditions. Decode station models, air mass and frontal symbols. Interpret weather maps that report weather variables on station models. Use station model on weather maps to: draw isolines; frontal boundaries; and wind direction; predict areas of high/low chance precipitation, high/low winds; predict direction of movement of storm. Draw cross-sectional diagrams of frontal surfaces, pressure systems, showing air flow.  How are weather maps made and used? How are computer models, weather maps, satellites and radar used in watching and forecasting weather? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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 dew point); precipitation (rain, snow, hail, sleet, etc); wind speed and direction; and cloud cover.  Identify weather patterns associated with various combinations of weather variables.Define meteorology. Given a map of weather variable data: draw isotherms, isobars, wind direction, precipitation patterns and/or fronts; identify pressure systems; identify air mass type, movement, and place of origin. List and define common weather variables. Use a weather map to determine present/future weather conditions of a given area. Forecast weather given various combinations of weather variables (ie; difference between air temperature and dew point temperature and probability of precipitation; change in air pressure and resulting sky conditions; type of air mass and weather conditions; frontal surface and weather conditions). Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsMeteorology Meteorologist Weather variable Air temperature Air pressure Relative humidity Dew point Wind speed Wind direction Cloud cover Millibar Celsius Fahrenheit Isotherm Isobar Air mass FrontDiscuss the role of the meteorologist. Use maps of weather variable to: draw isotherms, isobars, wind direction, precipitation patterns; identify pressure systems; identify air masses and their place of origin; predict direction of pressure system movement; analyze present weather at a given time/location; predict future weather at a given time or location. Watch local meteorologists. Compare and contrast reporting styles. Make lists of weather patterns and trends.  What weather patterns and trends can be identified and used to predict weather?  Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.1e: The Foucault pendulum and the Coriolis effect provide evidence of Earths rotation. Describe the Foucault pendulum and explain why it is used as evidence of The Earths rotation. Describe the Coriolis effect and explain why it is used as evidence of Earths rotation. Predict apparent movement of a Foucault pendulum on a rotating Earth. Predict apparent motion of a fluid over the Earths moving/non-moving surface. Relate planetary wind belts to the Coriolis effect. Relate movement of ocean currents to planetary wind belts and Corilois effect. Describe the direction of the Gulf Stream and relate it to planetary wind belts and Coriolis effect. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Foucault pendulum Coriolis effect Fluid Model Foucault pendulum. Model Coriolis effect. Plot Hurricane paths and relate hurricane movement to planetary winds and to Coriolis effect. Use Planetary Wind and Pressure Belt Map (ESRT) to analyze Coriols effect at various locations on the Earths surface. Use Ocean Current Map (ESRT) to relate direction of ocean current to planetary winds and to Coriolis effect. Discuss evidence of rotation of other planets. What evidence do we have to indicate the Earth is not stationary? What evidence do we have that other planets rotate? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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 procedures. Identify the processes that form, the dangers associated with, and emergency preparedness plans necessary for: tornadoes, thunderstorms, and hurricanes. Evaluate potential hazards of sever weather and suggest safety tips and preparedness plans. Identify various types of fronts and describe the weather changes associated with each. Differentiate between watches and warnings. Given a map: plot severe weather movements; predict path of storms, frontal and air mass movement; identify areas most likely to be affected by the various types of severe weather. Describe how Earths rotation affects movement of winds, air masses, fronts, and storms. Relate convection cell, wind direction, Coriolis effect, planetary wind belts to direction of: storm movement and direction of air flow within a pressure system. Identify moisture, pressure wind direction patterns of a given area. Explain how air masses form, list the types of air masses, and state the weather associated with each. Describe weather and sky conditions that accompany each type of front. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Severe weather Tornadoes Thunderstorms Hurricanes Cyclonic systems Watches Warnings Preparedness plans Air mass Frontal boundary Jet streams Planetary wind belts Report on severe weather events: thunderstorms, tornadoes, and hurricanes (how and where they form, problems each creates, plans and preparation needed). Map hurricane paths. Compare and contrast paths. Calculate rate of movement. Analyze wind direction within the hurricane, wind speeds over water vs. over land; classification schemes. Use Planetary Wind and Moisture Belts (ESRT) to: identify and predict storm paths; understand why some areas are wet/dry; determine wind movement and/or pressure system at a given latitude.  What are severe weather conditions and how can we prepare for them? What is an air mass, where do they form and what are their characteristics?  WEATHER HAZZARDS, ATMOSPHERE Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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 procedures. Identify the processes that form, the dangers associated with, and emergency preparedness plans necessary for: tornadoes, thunderstorms, and hurricanes. Evaluate potential hazards of sever weather and suggest safety tips and preparedness plans. Identify various types of fronts and describe the weather changes associated with each. Differentiate between watches and warnings. Given a map: plot severe weather movements; predict path of storms, frontal and air mass movement; identify areas most likely to be affected by the various types of severe weather. Describe how Earths rotation affects movement of winds, air masses, fronts, and storms. Relate convection cell, wind direction, Coriolis effect, planetary wind belts to direction of: storm movement and direction of air flow within a pressure system. Identify moisture, pressure wind direction patterns of a given area. Explain how air masses form, list the types of air masses, and state the weather associated with each. Describe weather and sky conditions that accompany each type of front. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Severe weather Tornadoes Thunderstorms Hurricanes Cyclonic systems Watches Warnings Preparedness plans Air mass Frontal boundary Jet streams Planetary wind belts Report on severe weather events: thunderstorms, tornadoes, and hurricanes (how and where they form, problems each creates, plans and preparation needed). Map hurricane paths. Compare and contrast paths. Calculate rate of movement. Analyze wind direction within the hurricane, wind speeds over water vs. over land; classification schemes. Use Planetary Wind and Moisture Belts (ESRT) to: identify and predict storm paths; understand why some areas are wet/dry; determine wind movement and/or pressure system at a given latitude.  What are severe weather conditions and how can we prepare for them? What is an air mass, where do they form and what are their characteristics?  Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2e: Earths early atmosphere formed as a result of the outgassing of water vapor carbon dioxide, Nitrogen, and lesser amounts of other gases from the interior. Explain the formation and evolution of the atmosphere. Describe and explain change in atmosphere over time. Compare and contrast composition of early and modern atmosphere. Determine the temperature, pressure, water vapor content at a given altitude within the atmosphere, and/or predict the change in atmospheric conditions with a change in altitude. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Atmosphere Outgassing Human activities % Composition % Deviation(error) Discuss outgassing; model outgassing (with alka seltzer or vinegar and baking soda, etc). Discuss the role of gravity and density to the formation, composition, and layering of the atmosphere. Graph % composition of carbon dioxide, oxygen, nitrogen throughout earth history. Experimentally determine amount of oxygen in air; calculate % error in experimental data. Use Selected properties of Earths Atmosphere (ESRT) to find altitude, pressure, water vapor content, and temperature information about the layers of the atmosphere.  What is the nature of our atmosphere (composition, structure, properties)? What are some of the atmospheric changes that have occurred with time and or space? Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2h: The evolution of life caused dramatic changes in the composition of Earths atmosphere. Free oxygen did not form in the atmosphere until photosynthetic plants evolved.  Compare and contrast the predominant life forms at various times throughout geologic time. Compare the origin of the Earths crust, atmosphere, and oceans. Compare and contrast early and modern atmospheres. Analyze relationship of environmental change to evolutionary change. Apply the concept of evolutionary change as a response to a changing environment. Relate change of life form to change in available free oxygen.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Photosynthesis Evolution Adaptation Graph changes in the composition of the atmosphere throughout time. Evaluate the effects of amount of free oxygen in the atmosphere if the rainforests were cut down/allowed to grow larger. Graph changes in the amount of oxygen throughout geologic history. Use the Geologic History of New York State (ESRT) to observe type and characteristics of life forms at various times in geologic history. What factors influenced the changes in the Earths atmosphere? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1b: The transfer of heat energy within Earths interior results in the formation of regions of different densities. These density differences result in motion..  Describe the transfer of energy within the Earths interior in terms of density differences.Determine the direction of flow of energy in a fluid given the location of the heat source. Describe methods of energy transfer: conduction, convection, and radiation. Identify the transfer method best suited for various mediums: solid, fluid (liquid and gas), empty space. Compare the ability of a material to absorb energy by determining rate of change of temperature in the materials. Evaluate the type of transfer method needed for various types of materials (ie: through the lithosphere, atmosphere, space; from lithosphere to atmosphere). Describe the relationship of heat transfer and regions of density. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Conduction Convection Radiation Medium Energy transfer Rate of change Model convection. Investigate a materials ability to absorb and radiate energy (ie: land vs. water; light sand vs. dark sand; shiny cup vs. black cup). Measure temperature changes in cups of hot and cold water as energy is transferred along a metal bar connecting the cups. Calculate and compare the rate of temperature change in each cup. Investigate radiation of energy given off by a lamp. How can density differences be used to determine flow of energy? How does heat transfer in the Earth result in motion?  INSOLATION, ENERGY TRANSFER, CLIMATE FACTORS, WATER CYCLE Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.1: Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual traverse on the constellations. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.1h: The Suns apparent path through the sky varies with latitude and season.  Describe and explain the causes of changes in the Suns apparent path throughout the year. Analyze a suns apparent path to determine latitude of observer. Predict changes to a Suns path, noon angle, and shadow length as time/date/season change. Analyze several apparent paths for one location to determine date/season. Predict duration of insolation, angle of insolation, temperature and shadow length for a given latitude. Relate angle of insolation to time of day/season/latitude. Compare and contrast the Suns apparent path at various latitudes. Relate duration of insolation to time of day/season/latitude. Analyze a diagram of Earth showing axial tilt and day/night to determine date/season. Analyze the shadings on a Geochorn to determine season. Locate zenith on a celestial model of Suns path.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Apparent path Latitude Season Varies Zenith Solar noon Direct ray Observe, measure, graph Suns position in the sky throughout a day/year. Describe a Geochorn. Define zenith. Observe, measure, graph shadow lengths and directions throughout a day/year. Identify position of Suns direct rays for solstices and equinoxes. Identify location of observer, given Suns path on a given date for the location. On a diagram of Earth, draw in the rotational axis, shade in areas of night for the first day of each season. Construct operational definition of both astronomical and meteorological season. Discuss and use a Geochron. Are all seasons the same length?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1a: Earth systems have internal and external sources of energy, both of which create heat.  Identify and describe the two main sources of energy for Earth processes. Analyze the properties of a material to determine if it will be a good absorber/radiator of energy. Evaluate a materials ability to interact with electromagnetic energy (ie: clouds, ice, snow, reflect sunlight; ozone absorbs UV rays). Put in order of importance, sources of energy for Earth processes (solar, radioactive decay, condensation of water vapor, wind, and tidal). Explain how radioactive decay produces energy. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsSolar energy Radioactive decay Energy Potential energy Kinetic energy Electromagnetic energy Spectroscope Absolute zero Reflection Refraction Scattered Absorbed Transmitted Observe solar energy using a spectroscope. Investigate properties of a good absorber. Use the Electromagnetic Spectrum chart (ESRT) to: compare wavelengths of various types of electromagnetic energy; identify type of energy given its wavelength; arrange forms of energy by (increasing/decreasing) wavelength. Model energy: reflection, refraction, absorption, scattering, transmission, and change in form.  What are other sources of energy for Earth processes?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1b: The transfer of heat energy within Earths interior results in the formation of regions of different densities. These density differences result in motion..  Describe the transfer of energy within the Earths interior in terms of density differences.Determine the direction of flow of energy in a fluid given the location of the heat source. Describe methods of energy transfer: conduction, convection, and radiation. Identify the transfer method best suited for various mediums: solid, fluid (liquid and gas), empty space. Compare the ability of a material to absorb energy by determining rate of change of temperature in the materials. Evaluate the type of transfer method needed for various types of materials (ie: through the lithosphere, atmosphere, space; from lithosphere to atmosphere). Describe the relationship of heat transfer and regions of density. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Conduction Convection Radiation Medium Energy transfer Rate of change Model convection. Investigate a materials ability to absorb and radiate energy (ie: land vs. water; light sand vs. dark sand; shiny cup vs. black cup). Measure temperature changes in cups of hot and cold water as energy is transferred along a metal bar connecting the cups. Calculate and compare the rate of temperature change in each cup. Investigate radiation of energy given off by a lamp. How can density differences be used to determine flow of energy? How does heat transfer in the Earth result in motion?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.2a: Insolation (solar radiation) heats Earths surface and atmosphere unequally due to variations in: The intensity caused by differences in atmospheric transparency and angle of incidence that vary with time of day, latitude, and season. Characteristics of the materials absorbing the energy such as color, texture, transparency, state of matter, and specific heat. Duration, which varies with seasons and latitude. Compare and contrast materials abilities to absorb, radiate, and reflect insolation. List and explain what happens to solar energy when it reaches the Earths atmosphere and surface. Predict the ability of a material to absorb/radiate energy given: its surface characteristics; specific heat; ability to radiate/absorb energy. List and describe characteristics that affect absorption and radiation of heat energy. Given graphs of simple relationships, identify the graph that represents the relationship between a given set of variables that affect surface temperatures (temperature and: angle of insolation, atmospheric transparency, duration of insolation, time of day, time of year). Identify the changes that occur in duration of insolation with latitude, season. Predict times of maximum/minimum temperatures given the areas times of max/min intensity of insolation. Identify the changes that occur in angle of insolation with changes in time of day, latitude, and season. Explain how energy can be stored or released during a phase change.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsInsolation Intensity Transparency Angle of incidence Latitude Season Duration Texture State of matter Specific heat Temperature lag Phase change  Investigate relationships between temperature and: angle of insolation; duration of insolation; season; latitude. Investigate relationship between temperature and angle of insolation; duration of insolation; time of day; time of year; time of maximum intensity, atmospheric transparency. Investigation absorption and radiation rates of various materials (black vs shiny cup; land vs water; dark sand vs light sand). Investigate heating and cooling rates of different rock materials. Investigate temperature change during a phase change. Cont. 2.2a Suggested Activities Model suns angel of insolation at: noon, throughout day/season; various latitudes. Create/use a data table listing date, season, latitude, noon angle of insolation; duration of insolation. Use the data table to identify and or graph relationships.  What are the factors that control the amount of suns energy (insolation) that is received in an area?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.2b: The transfer of heat energy within the atmosphere, the hydrosphere, and Earths surface occurs as the result of radiation, convection, and conduction. Heating of Earths surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing winds and ocean currents. Describe how energy is transferred within and between Earth systems. Relate imbalances in the heating of Earths surface to creation of winds, ocean currents, and climate phenomena. Predict the flow of a fluid given the heat source. Relate unequal heating and density to flow of air. Choose the heat transfer method best suited for a given material (solid, metal bar, liquid, hydrosphere, air, atmosphere, empty space). Predict flow of air in a system given the location of the heat source for the system. Identify the process that forms winds. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Conduction Convection Convection current/cell Dynamic equilibrium Heat energy Insolation Radiation Wind Fluid Investigate heat transfer by conduction, convection and radiation. Use the ESRT to: identify hot and cold ocean currents; planetary wind and moisture belt patterns; predict direction of flow of wind or water over the Earths surface at a given location. Model convection currents in fluids; show direction of flow, location of heat source. Create models showing the flow of air in convection currents caused by differences in surface materials. Identify the winds formed in different situations: land/sea breeze, monsoon, hurricane. Use Planetary Wind and Moisture Belts (ESRT) to identify the direction of movement of air: along the surface of the Earth and away from the surface of the Earth. Use Surface Ocean Currents (ESRT) to identify patterns of winds and ocean currents.  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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 hurricanes, monsoons, rainy and dry seasons, flooding, severe weather, and ozone depletion. Identify the causes and affects of seasonal change. Relate unequal heating and unequal density to seasonal phenomena. Relate unequal heating and cooling of water, land and the atmosphere above each to the formation of hurricanes, monsoons, wet/dry seasons. Given a model showing axial tilt and/or position of Earth in its orbit: identify season, location of suns direct rays, areas of higher/lower/equal temperature; areas of higher/lower/equal duration of insolation. State how angle and duration of suns rays: affects temperatures: changes with season; changes with latitude; changes daily. Given a map of worlds isotherm for a given season, determine changes in pattern for a different season. Describe and explain seasonal variation in the worlds isotherms. Given water and land temperatures, predict the flow of air and the weather associated with the flow of the air. Relate ocean current patterns to planetary wind belts.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Seasonal variation Isotherms Hurricane Monsoon El Nino Angle of insolation Ozone depletion Describe the process of ozone depletion; list its causes and effects; and identify what can be done to decrease/stop it. Model axial tilt at various locations in Earths orbit; relate seasonal changes to tilt of axis and revolution of Earth. Investigate heating and cooling rates of land and water. Use differences in heating and cooling rates to explain development of hurricanes, monsoons, El Nino, wet/dry seasons, flooding. Investigate affect of angle of insolation on temperature. Investigate affect of duration of insolation on temperature. Discuss seasonal nature of temperature zones, planetary wind and ocean current patterns, hurricanes, monsoons, and El Nino.  What is the role of density in seasonal variation of air movement? What causes the seasonal shifts in weather? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.2c: A locations climate is influenced by latitude, proximity to water, ocean currents, prevailing winds, vegetative cover, elevation, and mountain ranges.  Describe the effect of latitude, proximity to water, ocean currents, prevailing winds, vegetative cover, elevation, and mountain ranges on climate. Differentiate between weather and climate. Identify areas of persistent wet/dry climates based on planetary wind and moisture belt information. Predict a locations climate given an imaginary continent showing climate factors. Determine the climate of an area given the factors at work in the area. Identify the criteria used to classify climates. Predict climate on opposite sides of a mountain given wind direction. Compare and contrast climate: on windward and leeward sides of a mountain; inland and coastal climates at the same latitude; at various latitudes. Identify areas of rain forests given a map showing oceans and wind direction. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsLatitude Proximity Ocean current Prevailing wind Climate ratio Vegetative cover Elevation Mountain range Inland Coastal Orographic effect Leeward Windward Lake effect  Use an imaginary continent showing latitude, oceans, mountain ranges, climate ratios to: draw isolines connecting equal climate ratios; identify wet/dry areas; map winds and ocean currents; identify climate factors. Graph climate data and use data to classify climate of an area. Plot the Heat Equator for months of January and July on a world map; use data to explain seasonal shifts in climate. Plot temperature data for two locations at the same latitude: coastal vs inland; leeward side vs windward side; high vs low elevations. Research Lake Effect Precipitation; explain how the climate of Rochester is affected by Lake Ontario. How is a climate altered by: latitude, proximity to water, ocean currents, prevailing winds, vegetative cover, elevation, and mountain ranges?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.2d: Temperature and precipitation patterns are altered by: Natural events such as El Nino and volcanic eruptions Human influences including deforestation, urbanization, and the production of greenhouse gases such as carbon dioxide and methane.  Compare and contrast natural and human influences on temperature and precipitation. Predict climate change given a specific human influence (ie: burning fossil fuels; deforestation; planting forests). Describe patterns of global climatic change and the resulting effects on vegetation, land use, ocean levels, and fresh water availability. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Global warming Greenhouse effect Acid precipitation El Nino Southern oscillation Urban heat Interpret data and graphs that correlate: volcanic eruptions and weather shifts; El Nino events and global climatic change; CO2 emissions and global temperature change; warming and cooling periods during the ice age. Investigate rate of temperature change in a container of air vs. container of carbon dioxide. Graph changes in temperature and carbon dioxide levels over time. Research any/all of the following: global warming; greenhouse effect; El Nino, southern oscillation. Plot volcanic ash flow, compute rate of flow. Relate changes in temperature to periods of volcanic activity. Graph or interpret graphs of temperatures during the Ice age. Research the phenomena of urban heat.  What causes global climate change? Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2e: Earths early atmosphere formed as a result of the outgassing of water vapor carbon dioxide, Nitrogen, and lesser amounts of other gases from the interior. Explain the formation and evolution of the atmosphere. Describe and explain change in atmosphere over time. Compare and contrast composition of early and modern atmosphere. Determine the temperature, pressure, water vapor content at a given altitude within the atmosphere, and/or predict the change in atmospheric conditions with a change in altitude. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Atmosphere Outgassing Human activities % Composition % Deviation(error) Discuss outgassing; model outgassing (with alka seltzer or vinegar and baking soda, etc). Discuss the role of gravity and density to the formation, composition, and layering of the atmosphere. Graph % composition of carbon dioxide, oxygen, nitrogen throughout earth history. Experimentally determine amount of oxygen in air; calculate % error in experimental data. Use Selected properties of Earths Atmosphere (ESRT) to find altitude, pressure, water vapor content, and temperature information about the layers of the atmosphere.  What is the nature of our atmosphere (composition, structure, properties)? What are some of the atmospheric changes that have occurred with time and or space? Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2f: Earths 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. Describe the origin and composition of oceans. Analyze gradient of ocean features to identify features. Relate formation of oceans to formation of Earth; formation of Atmosphere. Analyze factors that would increase/decrease sea level; salinity of oceans. Support the hypothesis of early oceans using scientific evidence. Identify and describe feature of ocean margins and basins. Identify the factors that cause a change in sea level; salinity of oceans.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsSedimentary rock Sedimentary processes Continental margin Continental rise Ocean basin Abyssal plain Continental shelf Continental slope Topography Gradient Salinity Diagram features of the ocean floor. Use the discovery of 4 billion year old sedimentary rocks to support the theory of an early ocean. Evaluate slopes of ocean rise, abyssal plains, continental shelf, and continental slope. Discuss the formation of sedimentary rocks. Discuss how the presence of sedimentary rocks can be used to infer early oceans. Demonstrate/investigate changes in salinity as water evaporates from an area.  How did the Earths oceans form?  Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment1.2g: Earth has continuously been recycling water since the outgassing of water early in its history. This constant recirculation of water at and near Earths surface is described by the hydrological (water) cycle. Water is returned from the atmosphere to Earths 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 ground water below the water table. 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. Soil capillarity influences this process.  Describe the water cycle. Identify and describe the processes of the water cycle: evapotranspiration, condensation, cloud formation, precipitation, runoff, infiltration. Analyze the water cycle in terms of gravity/density. Propose a method to determine the amount of runoff, infiltration and/or evapotranspiration in an area. Analyze changes in the water cycle under various conditions: Evaporation as air movement, surface area, amount of energy, amount of moisture in the air increases/decreases. Runoff as rainfall rate, slope, permeability, porosity, climate. Rock type, vegetation, and soil use increase, decrease, change. Identify the factors that affect: evapotranspiration, condensation, cloud formation, precipitation, runoff, infiltration. Infiltration as particle size, porosity, permeability, sorting, particle shape increase, decrease, change. Porosity as particle size, sorting, packing change. Permeability as rock type, pore space, saturation change Define porosity, permeability, and capillarity. State the factors that control them, and explain the affect each has on infiltration, runoff. Capillarity as particle size changes. Water table as rainfall, season, ground conditions change.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsWater cycle Recycle Evapotranspiration Condensation Cloud formation Cont. 1.2g Vocabulary/Visuals Precipitation Runoff Infiltration Porosity Permeability Ground Water Water table Capillarity Water retention Rate Review models of the water cycle. Investigate factors that affect evaporation, transpiration, runoff, infiltration, porosity, permeability, capillarity. Suggested Activities Observe and measure rate of runoff; infiltration; permeability; porosity. Use the ESRT to identify and name various size particles. Make a cloud. Test capillary action of various brands of paper towel.How does nature recycle water? What are the forces that move water? What are the factors that influence the flow of water?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1b: The transfer of heat energy within Earths interior results in the formation of regions of different densities. These density differences result in motion..  Describe the transfer of energy within the Earths interior in terms of density differences.Determine the direction of flow of energy in a fluid given the location of the heat source. Describe methods of energy transfer: conduction, convection, and radiation. Identify the transfer method best suited for various mediums: solid, fluid (liquid and gas), empty space. Compare the ability of a material to absorb energy by determining rate of change of temperature in the materials. Evaluate the type of transfer method needed for various types of materials (ie: through the lithosphere, atmosphere, space; from lithosphere to atmosphere). Describe the relationship of heat transfer and regions of density. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Conduction Convection Radiation Medium Energy transfer Rate of change Model convection. Investigate a materials ability to absorb and radiate energy (ie: land vs. water; light sand vs. dark sand; shiny cup vs. black cup). Measure temperature changes in cups of hot and cold water as energy is transferred along a metal bar connecting the cups. Calculate and compare the rate of temperature change in each cup. Investigate radiation of energy given off by a lamp. How can density differences be used to determine flow of energy? How does heat transfer in the Earth result in motion?  EARTH MATERIALS Standard 4 Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Performance Indicator: 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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. Define the following properties and describe how to test a mineral for each property: cleavage, fracture, color, density, hardness, streak, luster, crystal shape, and reaction with acid. Classify minerals by their properties. Identify minerals based on their properties. Compare and contrast given minerals. Explain how chemical composition and physical properties are used to identify, locate, and use a mineral. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsMatter Element Compound Mixture Mineral Identification Classification Chemical properties Physical properties Cleavage Fracture Color Density Hardness Streak Luster Crystal shape Reaction with acid  Provide background information on atomic structure; review concepts of: matter, elements, compounds, atoms (proton, neutron, electron, electron orbit), molecules, and mixtures. Based on results of tests, identify and name minerals. Use Average Chemical Composition of Earths Crust, Hydrosphere, and Troposphere (ESRT) to determine: common elements, % mass or volume of elements in each layer; to graph composition data. Perform mineral identification tests. Identify and name minerals based on the tests. Use the Properties of Common Minerals (ESRT) chart to: name a mineral given its properties; state properties, uses, and composition given the mineral name.  How can minerals be identified? What is a mineral?  Standard 4 Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Performance Indicator: 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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.  Describe the processes that form minerals. Define mineral. Determine the process of formation of a mineral given: information about the mineral; a diagram showing its formation; key words or phrases about the formation. State and describe the relationship between cooling rate and size of crystal. Determine the rate of cooling, given the crystal size. Or compare cooling rates given diagrams of crystals of various sizes. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Mineral Crystal Solidification Magma Precipitation Evaporation Chemical reaction Rearrangement of atoms  Model the processes that result in the formation of minerals. Investigate cooling rate and crystal size.  How do minerals form? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1m: Many processes of the rock cycle are consequences of plate dynamics. These include: 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 downwarping of the crust.  List and describe rock forming processes and name the rock type associated with each. Use plate motion to describe the rock cycle: Solidification of the magma produced at subduction and rift zones forms igneous rocks. Heat and pressure without melting at subduction zones forms metamorphic rocks. Downwarping of the crust, creating depositional basins results in formation of sedimentary rock. Predict future geologic changes based on type of plate boundary. On a diagram showing plate movement, identify type of rock or crust being formed at a given location. Use the Rock Cycle diagram (ESRT) to identify the processes that form each type of rock. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Rock cycle Plate dynamics Magma Melting Solidificaton Subduction Rifting Metamorphism Contact metamorphism  Regional metamorphism Subsidence Downwarping Weathering Erosion Burial Compaction Sediments  On a world map, identify: areas where crust is being created and destroyed; features associated with a given area; processes forming the area and the rock type associated with those processes. Use Igneous Rock identification chart (ESRT) to classify igneous rocks as volcanic or plutonic. Use Metamorphic Rock Identification chart to determine type of metamorphism (regional or contact) that caused a rock to form. Use the Tectonic Plates map (ESRT) to locate plate boundaries responsible for formation of various type rocks.  What are rock cycle processes? How can plate dynamics be used to predict rock type and formation in an area? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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.  State and describe the processes that form sedimentary rocks. Compare and contrast inorganic and organic sediments. Predict the distance traveled or place of deposition given sediment size. Relate particle size to distance moved from source. Predict zone of formation or distance from shore: the name of the sedimentary rock that will form in an area; the size of sediment that will be deposited in an area. Identify the name of sedimentary rock given the sedimentary process of formation. Identify the zone (a, b, c, d) of formation of various sedimentary rocks (conglomerate, shale, limestone, etc.) Evaluate models (top, side, or cross-section views) of a stream flowing into a lake, predict and/or identify size, shape, density of particles being deposited at a given location. Identify the transport medium or mechanism for a given sediment or sedimentary rock. Identify the transport medium given a picture or diagram of a sediment.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsSediment Inorganic Organic Depositional environment Sedimentary rock Compaction Cementation Burial Chemical precipitation Evaporation Clastic Cont. 2.1w Vocabulary/Visuals Organic Chemical Transport medium  Model stream deposition. Model deposition into quiet water using a plastic column partly filled with water. Evaporate water from a saltwater solution; observe, measure, record formation of evaporates. Model precipitation of a solid from a solution (using double replacement reactions). Make a sedimentary rock. Examine characteristics of sedimentary rocks to determine where in the depositional basin they formed (zone or distance from shore). Suggested Activities Use Sedimentary Rock chart (ESRT) to identify by name and size in cm, various sediments. Use Rock Cycle chart (ESRT) to identify the processes that form sedimentary rocks. What information can be inferred about a sediment given its place of deposition? How do sedimentary rocks form?  Standard 4 Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. Performance Indicator: 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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 rocks mineral content and texture. The properties of rocks determine how they are used and also influence land usage by humans.  Relate the various mineral formation processes to the rock formation processes and types. Describe the formation and composition of rocks. Compare and contrast minerals and rocks. Infer environment of formation for a given rock given its texture, grain size, special characteristics, type of rock and/or name of rock. Identify and name rocks. Itemize processes/products of rock cycle. Name rock age, type, and name of rocks found at a given location in NYS. Describe the 3 rock types based on: origin, texture, mineral content, and characteristic properties. Use NYS bedrock to infer the geologic history of NY. Classify rocks as igneous, sedimentary, or metamorphic. Identify/name a variety of rocks. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsBanding Foliation Metamorphic Regional metamorphism Contact metamorphism Sedimentary Clastic Chemical Organic Compression Burial] Deposition Cementation Fossil Igneous Intrusive Extrusive Volcanic Plutonic Precipitate Evaporite Rockj cycke Mafic Felsic Texture Lava Magma Vesicular Non-vesicular  Sort rocks into 3 groups based on observable properties. Identify and name individual rocks. Use the Rock Cycle chart (ESRT) to determine: how a rock forms; what can happen to a rock after it forms. Determine age and rock type of the surface rocks of NYS. Use Scheme for Igneous Rock Identification (ESRT) to determine properties of an igneous rock; to identify and name igneous rocks. Use the Scheme for Sedimentary Rock Identification to determine: category (clastic, chemical, organic); properties; name. Use Scheme for Metamorphic Rock Identification to determine properties and names of metamorphic rocks. Use Bedrock Geology of NYS to determine rock type, name, and age for a given location. What is a rock? How are rocks classified?  LEVELING FORCES, LANDSCAPES/TOPHGRAPHY MAPS Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1s: Weathering is the physical and chemical breakdown of rocks at or near Earths surface. Soils are the result of weathering and biological activity over long periods of time. Compare and contrast the process and results of physical and chemical weathering. Identify as either chemical or physical given agent of weathering. Describe each of the following types of weathering and classify each as physical or chemical: frost action; abrasion; plant action; exfoliation; reaction to water, carbon dioxide, oxygen, acid rain. Identify the type of climate responsible for: faster/slower chemical weathering; more/less frost action. Identify the landforms associated with various weathering agents (ie: caves-acid action on limestone; arch-resistance to bedrock). State relationship between rate of weathering and: bedrock resistance, structure, composition, exposed surface area, particle size, and slope. Identify the processes involved in soil formation. Describe the process of soil formation using these terms: weathering, erosion, biologic activity, bedrock, organic material, soil profile, soil horizon and thickness. Identify a factor as having most/least influence on development of soil. Put into order by development a series of soil profiles based on amount and size of broken bedrock and organic material in each horizon. Compare and contrast characteristics of soil horizons A, B, C.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsWeathering Physical weathering Chemical weathering Abrasion Plant action Exfoliation Cont. 2.1s Vocabulary/Visuals Oxidation Hydration Carbonation Soil Soil profile Soil horizon Biologic activity Organic matter Humus Investigate factors affecting rates of weathering (surface area, composition, particle size, particle shape). Investigate rock type and reaction to acid. Suggested Activities Examine soil profiles. Discuss differences in characteristics such as thickness of layers; amounts of broken rock and organic matter. Account for these differences in terms of development, climate, slope. Use climate graphs (temperature and moisture) to identify predominant type of weathering for a given set of conditions. How does soil form? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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 reduces by effective emergency preparedness. Explain how agents of erosion remove, transport, deposit weathered rock. Identify the erosion agent responsible for various landforms. Identify erosional conditions that could lead to dangerous mass movements, wind erosion, flooding. Outline preventative measures that could be used to minimize risk in erosional situations.Distinguish between weathering and erosion. Identify as either weathering or erosion a given agent of change; type of sediment-residual or transported). Compare and contrast residual and transported sediment. Identify the agent of erosion as: responsible for a given landform; predominant form; driving force; can act alone. Identify evidence of erosion in an area (ie: sediments found in a sandbar of a river; composition of loose rock and bedrock below are different). Explain the role of gravity in the process of erosion. Determine the size particle carried by a given velocity. Identify the factors that affect erosion. Predict the change in amount of erosion given a change in slope, velocity of agent, size, shape of particle. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsErosion Kinetic energy Potential energy Dynamic equilibrium Landslide Avalanche Mass movement Mud flow Cliff Residual Transported Boulders Cobbles Pebbles Sand Silt Clay  Investigate the factors that affect erosion: slope, particle size or shape, amount or velocity of agent. Use Relationships of Transported Particles Size to Water Velocity chart (ESRT) to determine: the relationship between velocity and particle size; names of various size particles; velocity needed to move a given particle size; particle sizes moved by a given velocity. Use maps of past erosional disasters; identify factors that contributed to the situation; suggest solutions to prevent further problems. What are the factors that contribute to movement of Earth materials? What features form as a result of removal of Earth materials?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1u: The natural agents of erosion include: Streams (running water): gradient, discharge, and channel shape influence a streams 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.  Identify the agent of erosion responsible for: a given feature or change in feature; a given size, shape, or surface feature of a material. List and describe the physical features that identify the predominant erosional agent in a landscape. List 3 ways streams transport materials (solution, suspension, rolling/bouncing). Given particle size or composition determine the method of stream transport. Describe the relationship between stream velocity and/or discharge and amount and/pr size of material being eroded. Identify areas of fast/slow streamflow; relate these area to amount of erosional ability. Describe the changes a stream undergoes with time/space. Predict the erosional ability of a stream given: slope; size; shape of material; volume; discharge; position in a cross-sectional view of the stream. Compare and contrast stream to watershed using terms: drainage basin; divide, tributary. Identify stream features (ie: meanders, flood plain, ox-bow liake, tributary, V-shaped valley). Explain how glaciers form. Compare and contrast features formed by valley and continental glaciers. Name and describe glacial landscape features. Identify a drainage basin and/or the watershed of a given stream system.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsStream Predominant Solution Suspension Bed load Velocity discharge Cont. 2.1u Vocabulary/Visuals Erosional-depositional system Watershed Drainage basin Divide U-shaped valley V-shaped valley Tributary Glacier Valley glacier Continental glacier Striations Moraine Kettle lake Finger lake Outwash plain Sand-blasted bedrock Mass movement  Investigate factors that: create a stream; affect the streams ability to erode; cause changes in the stream; affect the ability of the stream to erode. Use Transported Particle size and Stream Velocity (ESRT) to determine stream speed needed and/or particle size of transported material. Suggested Activities Draw top, side, and cross-sectional views of a stream; identify areas of max/min: velocity, erosion ability. Diagram, describe, report on glacial features and glacial activity in NYS. Use Geologic History NYS (ESRT) to identify times of glacial activity. Analyze maps of glacial striation; drumlin shapes and position to determine direction of glacial movement.  What are the factors that affect the ability to erode? What are the landform features produced or changed by each agent of erosion?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1u: continued Wave action: Erosion and deposition cause changes in shoreline features, including beaches, sandbars, 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 shorelines. Wind-generated features include dunes and sand-blasted bedrock. Mass Movement: Earth materials move down slope under the influence of gravity. Explain how shoreline features are formed and modified by marine processes. Describe movement of water: in a wave; along the shore; use water direction to predict erosional action. Explain and give examples of human impact on shoreline processes. Identify wind formed landscape features. Describe the conditions that contribute to likelihood an area will experience wind erosion. Identify shoreline features. Identify factors that lead to mass movement; relate how mass movement impacts on human activity. Predict: changes that will occur in shoreline features; direction of water movement at a shore; erosional-depositional response to water direction. Identify the erosion agent by shape, surface characteristics of transported material. Predict consequences of a given human activity on a shoreline process. Identify wind formed landscape features. Analyze the affect a given change will have on wind erosion in an area (addition/removal of vegetation; increasing/decreasing precipitation) Identify features produced by mass movement. Suggest preventative measures to lessen the impact of mass movement on humans.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Given a cross-sectional and/or tip view of a glacier, predict motion and ability to erode at a given position. Diagram and describe shoreline features and processes. From a map of glacial features: identify a given feature; direction of movement of glacier; shape and surface characteristics of material found in a given area. Investigate factors that would cause shorline features to change. Diagram, describe, and examine pictures of wind erosion and its features. Cont. 2.1u Suggested Activities Investigate factors affecting wind erosion. Model mass movement. Investigate factors affecting mass movement. Examine shape, size and surface characteristics of materials to determine the agent of erosion responsible for the movement.  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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. Compare and contrast sediment deposition pattern; shape and surface characteristics done by each of the agents of erosion. Relate changes in energy and particle features to changes in amount of deposition. Compare and contrast erosional and depositional features. Identify the erosion agent for a given pattern of deposition. Predict deposition rate and/or pattern given: particle size, shape, density; change in energy, volume, and/or erosion agent. Identify and describe the landform features which result from each erosion agent. Predict changes in deposition rate or pattern under a given set of erosional-depositional conditions. Identify the agent of deposition given a diagram or map landforms or sediments.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsKinetic energy Potential energy Dynamic equilibrium Erosional-depositional system Horizontal sorting Vertical sorting Graded bedding Cross bedding Unsorted Moraine Drumlin Outwash plain Kettle lake Finger lake Beach sand bar Barrier beach island Dunes Angular  Use a stream table to model stream deposition. Design an investigation to test factors affecting deposition. Investigate factors affecting deposition (size, shape, density of material; amount of energy, volume, velocity of medium. Create various deposition patterns (vertical bedding, graded bedding, horizontal bedding, unsorted). Calculate rate of deposition of a material under different conditions; or of different materials. Identify areas of max/min erosion/deposition within an erosional system. How do the characteristics of sediments affect their rate of deposition? How do erosion agents wear down and build up the Earth? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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.  State and describe the processes that form sedimentary rocks. Compare and contrast inorganic and organic sediments. Predict the distance traveled or place of deposition given sediment size. Relate particle size to distance moved from source. Predict zone of formation or distance from shore: the name of the sedimentary rock that will form in an area; the size of sediment that will be deposited in an area. Identify the name of sedimentary rock given the sedimentary process of formation. Identify the zone (a, b, c, d) of formation of various sedimentary rocks (conglomerate, shale, limestone, etc.) Evaluate models (top, side, or cross-section views) of a stream flowing into a lake, predict and/or identify size, shape, density of particles being deposited at a given location. Identify the transport medium or mechanism for a given sediment or sedimentary rock. Identify the transport medium given a picture or diagram of a sediment.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsSediment Inorganic Organic Depositional environment Sedimentary rock Compaction Cementation Burial Chemical precipitation Evaporation Clastic Cont. 2.1w Vocabulary/Visuals Organic Chemical Transport medium  Model stream deposition. Model deposition into quiet water using a plastic column partly filled with water. Evaporate water from a saltwater solution; observe, measure, record formation of evaporates. Model precipitation of a solid from a solution (using double replacement reactions). Make a sedimentary rock. Examine characteristics of sedimentary rocks to determine where in the depositional basin they formed (zone or distance from shore). Suggested Activities Use Sedimentary Rock chart (ESRT) to identify by name and size in cm, various sediments. Use Rock Cycle chart (ESRT) to identify the processes that form sedimentary rocks. What information can be inferred about a sediment given its place of deposition? How do sedimentary rocks form?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1p: Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition.  Explain tectonic forces, weathering, erosion, and deposition to landform. Describe some common landforms and state the processes that produced each. Infer landform given drainage pattern. Infer drainage pattern given landform. Identify the tectonic force, weathering, erosion, and/or deposition agent responsible for forming a given landscape. Describe the criteria used to identify landforms. Identify stream drainage patterns associated with folded, faulted, tilted, domed mountains; horizontal/uniform bedrock layers; volcanoes. Identify the landscape are of any area of NYS given: latitude/longitude; type of landform; process that formed the landform; city; bedrock type or age. Determine age and events associated with a given mountain building episode.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Landform Topography Elevation Relief Rock structure Landscape Stream pattern Drainage basin Divide  Examine 3-d models of landforms; discuss relief, elevation, rock structure of each. Given photos or diagrams of landforms, identify each by: name; rock structure; stream drainage pattern; relief, and/or elevation. Draw stream drainage patterns. Match stream drainage patterns to: bedrock structure and/or forces that produced the bedrock structure. Use Bedrock Geology and Landscape Regions of NYS maps (ESRT) to locate and name: mountains, plains, plateaus; determine landscape by longitude/latitude; bedrock type and age; determine structure, stream drainage, bedrock type, and age of the landscape regions of NYS. Use Geologic History of NYS (ESRT) to identify by name, age, and/or process of formation various orogenies. What are the processes that form landforms?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1r: Climate variation, structure and characteristics of bedrock influence the development of landscape feature including mountains, plateaus, plains, valleys, ridges, escarpments, and stream drainage patterns. State relationships between landscape development and: climate (humid, arid, hot, cold); bedrock (resistance, composition, structure, slope); forces (uplift/leveling). Describe features in a given landscape that identify it as: humid/arid; hot/cold; resistant/nonresistant; steep/gentle slope; greater/lesser (or equal amounts) uplift than leveling. Identify landscape features of a given area of NYS. List and describe physical features of the Earths surface (landforms). Identify climate, bedrock characteristics associated with a given landscape. Predict change in landform given a change in: uplift/leveling force; slope; climate. Identify the climate factor influencing an area given a diagram and/or description of the area.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsMountain Plateau Plain Valley Dune Drumlin Arid Humid Rounded Angular Resistant Uplifting forces Leveling forces Dominant Dynamic equilibrium  Create a map of the physiographic provinces of the USA based on landscape features. Create a map of the landscape regions of NYS; divide the state into areas based on: hill slopes; stream drainage patterns (watersheds), and bedrock. Analyze photos of landforms to determine which landscape development factors are evident; played a role in the formation of the area. (ie: rounded slopes-humid area; bedrock sticks out of the landscape-resistant rock; elevation increasing (uplift forces are dominant over leveling forces).  What do landform characteristics reveal about climate and bedrock of an area? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1q: Topographic maps represent landforms through the use of contour lines that are isolines connecting points of equal elevation. Gradients and profiles can be determined from changes in elevation over a given distance.  Identify topographic features on a map: slope, hills, valleys, streams, tributaries, areas of steep/gentle gradient; direction of stream flow. Given a topographic: identify highest/lowest elevation of a point; determine contour interval; evaluate gradient; calculate gradient; construct a profile; measure distance; and determine compass direction of stream flow. Measure distance using the map scale. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Topography Isoline Contour line Contour interval Gradient Profile Altitude Elevation Field Construct topographic maps (Cut out paper shapes to represent contour intervals on a hill; stack the paper, smallest to largest on a pencil point; move the papers up and down to show different contour intervals. Use a plastic shoebox with landform model to outline sequential water levels.) Draw contour lines given a map of elevation data. Calculate gradient between 2 points on a contour map. Construct a profile of a portion of a contour map along a given reference line. Estimate elevation and/or contour interval on a map. Use topographic maps to: construct a profile; determine a gradient; determine stream flow direction; highest/lowest possible elevation of a point; calculate a gradient; measure both straight and curved line distances; determine the contour interval.  What information can be obtained from a topographic map?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1m: Many processes of the rock cycle are consequences of plate dynamics. These include: 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 downwarping of the crust.  List and describe rock forming processes and name the rock type associated with each. Use plate motion to describe the rock cycle: Solidification of the magma produced at subduction and rift zones forms igneous rocks. Heat and pressure without melting at subduction zones forms metamorphic rocks. Downwarping of the crust, creating depositional basins results in formation of sedimentary rock. Predict future geologic changes based on type of plate boundary. On a diagram showing plate movement, identify type of rock or crust being formed at a given location. Use the Rock Cycle diagram (ESRT) to identify the processes that form each type of rock. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Rock cycle Plate dynamics Magma Melting Solidificaton Subduction Rifting Metamorphism Contact metamorphism  Regional metamorphism Subsidence Downwarping Weathering Erosion Burial Compaction Sediments  On a world map, identify: areas where crust is being created and destroyed; features associated with a given area; processes forming the area and the rock type associated with those processes. Use Igneous Rock identification chart (ESRT) to classify igneous rocks as volcanic or plutonic. Use Metamorphic Rock Identification chart to determine type of metamorphism (regional or contact) that caused a rock to form. Use the Tectonic Plates map (ESRT) to locate plate boundaries responsible for formation of various type rocks.  What are rock cycle processes? How can plate dynamics be used to predict rock type and formation in an area? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1n: Many of Earths surface features are the consequence of forces associated with plate motion and interaction. These include: mid-ocean ridges/rifts; subduction zones trenches/island arcs; mountains ranges (folded, faulted, and volcanic); hot spots; and the magnetic and age patterns in surface bedrock.  Explain formation of volcanic islands over a hot spot, and island arcs over a subducting plate. Match surface features such as rift zones and trenches to mantle convection cell activity. Define, identify, give examples and list features associated with: subduction boundaries; mid-ocean ridges; and sliding (transform) boundaries. Determine age and direction of movement of volcanic islands given location of hot spot and/or age of any of the islands. Explain how Earth surface features form in terms of plate motion and interaction (differentiate among these types of mountains: folded, faulted, tilted, domed). Identify rock layers as folded, faulted, tilted, domed, and or overturned. Identify a landscape feature as mountain, plain, or plateau based on its elevation, relief, rock structure. List evidence of crustal movement. Use ocean floor magnetic/age data to identify rocks with reversed or normal polarity, age of rock, and relative temperature of rock. Describe properties of the ocean floor in terms of distance from an ocean ridge. Identify areas of high/low heat flow based on positions of tectonic features.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsMid-ocean ridge Island arc Folded Faulted Tilted Volcanic Hot spot Mountain Plain Plateau Cont. 2.1n Vocabulary/Visuals Relief Elevation Rock structure Topographic map Diagram: subduction; mid-ocean ridges; folded, faulted, tileted rock layers; transform faults. Label features and direction of plate movement. Use elevation, relief, rock structure, and plate motion/interaction to compare and contrast: mountains, plains, and plateaus. Model formation of oceanic crust; relate temperature, age, and magnetic patterns to distance from a diverging boundary. Alos compute spreading rates. Suggested Activities Model conveyor belt like formation of volcanic islands as a plate moves over a hot spot. Determine relative/actual ages and direction of movement of each individual island. Investigate elevation, relief and rock structure of mountains, plains, and plateaus. Use stereoscopic viewers and aerial photos. Use topographic maps.  What surface features form where plates: converge/ diverge? How can properties of the ocean floor be used to infer formation of ocean?  UPLIFTING FORCES Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1m: Many processes of the rock cycle are consequences of plate dynamics. These include: 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 downwarping of the crust.  List and describe rock forming processes and name the rock type associated with each. Use plate motion to describe the rock cycle: Solidification of the magma produced at subduction and rift zones forms igneous rocks. Heat and pressure without melting at subduction zones forms metamorphic rocks. Downwarping of the crust, creating depositional basins results in formation of sedimentary rock. Predict future geologic changes based on type of plate boundary. On a diagram showing plate movement, identify type of rock or crust being formed at a given location. Use the Rock Cycle diagram (ESRT) to identify the processes that form each type of rock. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Rock cycle Plate dynamics Magma Melting Solidificaton Subduction Rifting Metamorphism Contact metamorphism  Regional metamorphism Subsidence Downwarping Weathering Erosion Burial Compaction Sediments  On a world map, identify: areas where crust is being created and destroyed; features associated with a given area; processes forming the area and the rock type associated with those processes. Use Igneous Rock identification chart (ESRT) to classify igneous rocks as volcanic or plutonic. Use Metamorphic Rock Identification chart to determine type of metamorphism (regional or contact) that caused a rock to form. Use the Tectonic Plates map (ESRT) to locate plate boundaries responsible for formation of various type rocks.  What are rock cycle processes? How can plate dynamics be used to predict rock type and formation in an area? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1n: Many of Earths surface features are the consequence of forces associated with plate motion and interaction. These include: mid-ocean ridges/rifts; subduction zones trenches/island arcs; mountains ranges (folded, faulted, and volcanic); hot spots; and the magnetic and age patterns in surface bedrock.  Explain formation of volcanic islands over a hot spot, and island arcs over a subducting plate. Match surface features such as rift zones and trenches to mantle convection cell activity. Define, identify, give examples and list features associated with: subduction boundaries; mid-ocean ridges; and sliding (transform) boundaries. Determine age and direction of movement of volcanic islands given location of hot spot and/or age of any of the islands. Explain how Earth surface features form in terms of plate motion and interaction (differentiate among these types of mountains: folded, faulted, tilted, domed). Identify rock layers as folded, faulted, tilted, domed, and or overturned. Identify a landscape feature as mountain, plain, or plateau based on its elevation, relief, rock structure. List evidence of crustal movement. Use ocean floor magnetic/age data to identify rocks with reversed or normal polarity, age of rock, and relative temperature of rock. Describe properties of the ocean floor in terms of distance from an ocean ridge. Identify areas of high/low heat flow based on positions of tectonic features.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsMid-ocean ridge Island arc Folded Faulted Tilted Volcanic Hot spot Mountain Plain Plateau Cont. 2.1n Vocabulary/Visuals Relief Elevation Rock structure Topographic map Diagram: subduction; mid-ocean ridges; folded, faulted, tileted rock layers; transform faults. Label features and direction of plate movement. Use elevation, relief, rock structure, and plate motion/interaction to compare and contrast: mountains, plains, and plateaus. Model formation of oceanic crust; relate temperature, age, and magnetic patterns to distance from a diverging boundary. Alos compute spreading rates. Suggested Activities Model conveyor belt like formation of volcanic islands as a plate moves over a hot spot. Determine relative/actual ages and direction of movement of each individual island. Investigate elevation, relief and rock structure of mountains, plains, and plateaus. Use stereoscopic viewers and aerial photos. Use topographic maps.  What surface features form where plates: converge/ diverge? How can properties of the ocean floor be used to infer formation of ocean?  Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Explain how geologic history can be reconstructed by observing patters in rock types and fossils to correlate bed rock. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2j: Geologic history can be reconstructed by observing sequences of rock types and fossils to correlate bedrock at various locations. Geologists have divided Earth history into time units based upon the fossil record. Fossils preserved in rocks provide information about past environmental conditions. 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) of radioactive isotopes allows geologists to determine the absolute age of minerals in some rocks. Determine the geologic age of a rock using the fossil evidence found in the rock. Given a series of layers within an outcrop: establish the relative age of each layer; describe the order and the processes which formed the layers; identify age, period, epoch, era of each layer. Determine the relative age of a rock layer using principles of: original horizontality; superposition; intrusion/extrusions; cross-cutting relationships; contact metamorphism; correlation. Given a series of outcrops showing rock type and/or fossil evidence determine: which layer contains an index fossil; which layer is the oldest/youngest; geologic age of formation. Determine the actual age of a rock given radioactive decay data for the material within the rock (ie: ratio of parent to daughter material). State the characteristics of an index fossil. Explain radioactive decay and how it is used to determine the age of a rock. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsUniformitarianism Original horizontality Superposition Inclusion Cross-cutting Contact metamorphism Unconformities Index fossils Volcanic ash deposits Meteoritic debris Radioactive decayHalf-life Isotopes Absolute age Relative age Intrusion Extrusion Parent material Daughter material Establish the relative ages of the layers of an outcrop based on their position; fossil evidence; igneous intrusions/extrusions; contact metamorphism. Interpret the geologic events that produced a series of rock layers. Correlate a series of rock layers from various rock outcrops using superposition, index fossils, and/or volcanic ash deposits. Identify an index fossil by its characteristics (widespread distribution and short life span). Model and graph radioactive decay rates. How can geologic history be reconstructed? What evidence is there to reconstruct geologic history?Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1l: The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationsphip 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. Compare 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 be reduced by effective emergency procedures.  Explain the theory of Plate tectonic. Compare and contrast oceanic and continental crust. List and describe evidence that led to the suggestion the Earths continents were once joined and have since drifted apart. Compare and contrast the 3 types of plate boundaries: convergent, divergent, transform Identify zones of frequent crustal activity. Determine probability of future crustal activity at a given location. Explain significance of temperature and age difference, and magnetic pattern on the seafloor. Determine age, temperature, magnetic pattern at a given distance from an ocean ridge. Evaluate a model of the crust to determine: type of crust (oceanic or continental); composition, density, thickness. List hazards associated with crustal activity; list steps to minimize the risks. How does density and heat flow related to crustal plate movement. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsConvergence Divergence Subduction Transform Asthenosphere Earthquake Volcano Sea floor spreading Continental crust Oceanic crust Plate boundary Zone of crustal activity Continental drift Pangaea Cont. 2.1l Vocabulary/Visuals Ocean ridge Trench Tsunami  Cut continents out of a world map; assemble them by shape (fossil record, glacial record, rock structure, mountain ranges) to for one super continent (Pangaea). Examine a model of Plate movement to determine: type of movement (convergent / divergent); features present at a boundary between moving plates; types of boundary; name of boundary; name of plates on opposite of boundary. Use development of Plate Tectonic theory to generalize how theories develop. Use a map of volcanic ash deposits to determine: location of volcano; rate of ash movement; direction of wind. Suggested Activities Model convection and plate motion. Use Tectonic Plates map (ESRT) to identify, locate, or name plates and plate boundaries. Plot Earthquakes and volcanoes on Tectonic Plate map; identify patterns that emerge. Discuss hazards and disaster planning tips. Plot volcanic ash data to: calculate rate of movement, direction of winds. Model formation of oceanic crust at a ridge. What are tectonic (crustal) plates? What features form as a result of plate movement?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1b: The transfer of heat energy within Earths interior results in the formation of regions of different densities. These density differences result in motion..  Describe the transfer of energy within the Earths interior in terms of density differences.Determine the direction of flow of energy in a fluid given the location of the heat source. Describe methods of energy transfer: conduction, convection, and radiation. Identify the transfer method best suited for various mediums: solid, fluid (liquid and gas), empty space. Compare the ability of a material to absorb energy by determining rate of change of temperature in the materials. Evaluate the type of transfer method needed for various types of materials (ie: through the lithosphere, atmosphere, space; from lithosphere to atmosphere). Describe the relationship of heat transfer and regions of density. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Conduction Convection Radiation Medium Energy transfer Rate of change Model convection. Investigate a materials ability to absorb and radiate energy (ie: land vs. water; light sand vs. dark sand; shiny cup vs. black cup). Measure temperature changes in cups of hot and cold water as energy is transferred along a metal bar connecting the cups. Calculate and compare the rate of temperature change in each cup. Investigate radiation of energy given off by a lamp. How can density differences be used to determine flow of energy? How does heat transfer in the Earth result in motion?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1k: The outward transfer of Earths internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising Earths surface. Explain the process of convection in terms of temperature and density differences. Identify and label direction of flow in a convection cell that causes a tectonic plate to move: apart (diverge) or together (converge). Identify areas of high/low heat flow based on mantle convection cells. Identify the source of heat for Earths interior processes. Relate convection in the mantle to movement of tectonic plates. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Tectonic plates Convection Mantle Asthenosphere Lithosphere (ESRT) to: determine flow of convection and direction of plate motion at the mid-Atlantic ridge and Cascades Trench. Use Tectonic Plates Map (ESRT) to: identify and name lithospheric plates and plate boundaries. Model a convection current moving a solid. What causes tectonic plates to move? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1o: Plate motions have resulted in global changes in geography, climate, and patterns of organic evolution. Describe how plate motion result in various global changes.Infer positions of continents using fossil, rock type and structure, climate, and glacial evidence. Explain the theories of continental drift and plate tectonics. Define uniformitarianism. Predict future positions of continents based on present motion. Relate present plate motions to past movement. Identify past climate of an area based on its fossil record. Reconstruct the position of continents through time. State the fossil and rock evidence that provides support for the past evidence. Identify more primitive/more advanced forms of the same species; link changes in geography and climate to changes in lifeforms. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Inferred Pangaea Uniformitarianism Plate Tectonic Continental drift Organic evolution  Use Geologic History of NYS (ESRT) to observe changes in: positions of all continents; latitude of North America at various times through history; direction of movement of North America at any given time. Use ESRT to locate position of North America at any given geologic time/era; give date and/or identify by name, significant geologic events in NYS. Use fossil evidence and rock record to prove: NYS was once covered with a warm, shallow sea; climate changes have occurred throughout time. Use cutouts of continents to create models of landmass for different geologic eras.  What evidence indicates the continents have moved in the past, are moving in the present and will continue to move in the future? How does plate motion cause changes in geography, climate, and organic evolution? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1m: Many processes of the rock cycle are consequences of plate dynamics. These include: 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 downwarping of the crust.  List and describe rock forming processes and name the rock type associated with each. Use plate motion to describe the rock cycle: Solidification of the magma produced at subduction and rift zones forms igneous rocks. Heat and pressure without melting at subduction zones forms metamorphic rocks. Downwarping of the crust, creating depositional basins results in formation of sedimentary rock. Predict future geologic changes based on type of plate boundary. On a diagram showing plate movement, identify type of rock or crust being formed at a given location. Use the Rock Cycle diagram (ESRT) to identify the processes that form each type of rock. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Rock cycle Plate dynamics Magma Melting Solidificaton Subduction Rifting Metamorphism Contact metamorphism  Regional metamorphism Subsidence Downwarping Weathering Erosion Burial Compaction Sediments  On a world map, identify: areas where crust is being created and destroyed; features associated with a given area; processes forming the area and the rock type associated with those processes. Use Igneous Rock identification chart (ESRT) to classify igneous rocks as volcanic or plutonic. Use Metamorphic Rock Identification chart to determine type of metamorphism (regional or contact) that caused a rock to form. Use the Tectonic Plates map (ESRT) to locate plate boundaries responsible for formation of various type rocks.  What are rock cycle processes? How can plate dynamics be used to predict rock type and formation in an area? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1n: Many of Earths surface features are the consequence of forces associated with plate motion and interaction. These include: mid-ocean ridges/rifts; subduction zones trenches/island arcs; mountains ranges (folded, faulted, and volcanic); hot spots; and the magnetic and age patterns in surface bedrock.  Explain formation of volcanic islands over a hot spot, and island arcs over a subducting plate. Match surface features such as rift zones and trenches to mantle convection cell activity. Define, identify, give examples and list features associated with: subduction boundaries; mid-ocean ridges; and sliding (transform) boundaries. Determine age and direction of movement of volcanic islands given location of hot spot and/or age of any of the islands. Explain how Earth surface features form in terms of plate motion and interaction (differentiate among these types of mountains: folded, faulted, tilted, domed). Identify rock layers as folded, faulted, tilted, domed, and or overturned. Identify a landscape feature as mountain, plain, or plateau based on its elevation, relief, rock structure. List evidence of crustal movement. Use ocean floor magnetic/age data to identify rocks with reversed or normal polarity, age of rock, and relative temperature of rock. Describe properties of the ocean floor in terms of distance from an ocean ridge. Identify areas of high/low heat flow based on positions of tectonic features.Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsMid-ocean ridge Island arc Folded Faulted Tilted Volcanic Hot spot Mountain Plain Plateau Cont. 2.1n Vocabulary/Visuals Relief Elevation Rock structure Topographic map Diagram: subduction; mid-ocean ridges; folded, faulted, tileted rock layers; transform faults. Label features and direction of plate movement. Use elevation, relief, rock structure, and plate motion/interaction to compare and contrast: mountains, plains, and plateaus. Model formation of oceanic crust; relate temperature, age, and magnetic patterns to distance from a diverging boundary. Alos compute spreading rates. Suggested Activities Model conveyor belt like formation of volcanic islands as a plate moves over a hot spot. Determine relative/actual ages and direction of movement of each individual island. Investigate elevation, relief and rock structure of mountains, plains, and plateaus. Use stereoscopic viewers and aerial photos. Use topographic maps.  What surface features form where plates: converge/ diverge? How can properties of the ocean floor be used to infer formation of ocean?  EARTH HISTORY Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1j: Properties of Earths internal structure (crust, mantle, outer core, inner 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 intensity; this analysis leads to the inference that Earths interior is composed of layers that differ in composition and state of matter. List and describe the properties of the layers of the Earths interior. Explain how changes in seismic wave velocities led to the inference that: the earths interior is layered, the outer core is liquid. Identify properties of Earths interior based on behavior of P and S wave data. Analyze a map of Earthquakes in MYS (USA) to determine areas of greatest frequency or risk. Define Earthquake. Compare and contrast properties earthquake waves. Explain how to locate an epicenter. Describe how a seismometer works. Discuss relationship between arrival time of P and S waves to epicenter distance. Analyze isolines connecting magnitude and/or intensity data to determine: area of greatest damage/strength; location of epicenter. Define refraction; relate refraction to the shadow zone. Compare and contrast earthquake magnitude and intensity scales. Evaluate factors to determine the impact of seismic risk. Suggest preventative measures to minimize risk. Define seismic risk; state measures that could be used to minimize risk. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsEarthquake Seismic wave Crust Mantle Core Infer Shadow zone Seismometer Seismograph Focus Epicenter Magnitude Cont. 2.1j Vocabulary/Visuals Intensity Mercalli Richter Seismic risk  Use inferred properties of earths interior (ESRT) to determine temperature, pressure, density and name of layer at various depths. Use Earthquake P and S wave chart (ESRT) to determine: travel time; distance to epicenter; compare properties of P and S waves. Locate an epicenter given seismic records from 3 locations. Determine distance to epicenter. Use the distance to draw a compass circle whose intersection with 2 other circles defines the epicenter. Read and interpret seismic wave records. Suggested Activities Locate an epicenter by drawing circles with radii equal to epicenter distance and/or by using Mercalli and Richter scale values. Discuss factors that affect amount of damage done by an earthquake. Draw isolines connecting Mercalli or Richter scale values.  How is information about the Earths interior determined? How can an earthquake epicenter be located? What factors determine seismic risk? What can be done to minimize the risks? How are Earthquakes the destruction they cause measured? Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1a: Earth systems have internal and external sources of energy, both of which create heat.  Identify and describe the two main sources of energy for Earth processes. Analyze the properties of a material to determine if it will be a good absorber/radiator of energy. Evaluate a materials ability to interact with electromagnetic energy (ie: clouds, ice, snow, reflect sunlight; ozone absorbs UV rays). Put in order of importance, sources of energy for Earth processes (solar, radioactive decay, condensation of water vapor, wind, and tidal). Explain how radioactive decay produces energy. Vocabulary/VisualsSuggested ActivitiesConceptual QuestionsSolar energy Radioactive decay Energy Potential energy Kinetic energy Electromagnetic energy Spectroscope Absolute zero Reflection Refraction Scattered Absorbed Transmitted Observe solar energy using a spectroscope. Investigate properties of a good absorber. Use the Electromagnetic Spectrum chart (ESRT) to: compare wavelengths of various types of electromagnetic energy; identify type of energy given its wavelength; arrange forms of energy by (increasing/decreasing) wavelength. Model energy: reflection, refraction, absorption, scattering, transmission, and change in form.  What are other sources of energy for Earth processes?  Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 1.2h: The evolution of life caused dramatic changes in the composition of Earths atmosphere. Free oxygen did not form in the atmosphere until photosynthetic plants evolved.  Compare and contrast the predominant life forms at various times throughout geologic time. Compare the origin of the Earths crust, atmosphere, and oceans. Compare and contrast early and modern atmospheres. Analyze relationship of environmental change to evolutionary change. Apply the concept of evolutionary change as a response to a changing environment. Relate change of life form to change in available free oxygen.Vocabulary/VisualsSuggested ActivitiesConceptual Questions Photosynthesis Evolution Adaptation Graph changes in the composition of the atmosphere throughout time. Evaluate the effects of amount of free oxygen in the atmosphere if the rainforests were cut down/allowed to grow larger. Graph changes in the amount of oxygen throughout geologic history. Use the Geologic History of New York State (ESRT) to observe type and characteristics of life forms at various times in geologic history. What factors influenced the changes in the Earths atmosphere? Standard 4 Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Major UnderstandingsPerformance ObjectivesSuggested Assessment 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 have 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. Explain how fossils provide evidence of the Earths history. Describe the conditions necessary for formation of fossils. Cite evidence for the scientific theory of evolutionary development of life on Earth.Determine whether two organisms lived: at the same time; in the same environment. Define fossil. Compare two members of the same species in terms of: relative age; evolutionary change. Analyze fossil groups to determine: age of rock in which fossils are found; environmental condition under which organisms lived; sequence of events that resulted in the formation of fossil. Create a list of the inferences made about evolutionary development by studying fossils. Explain why the fossil record is incomplete. Given various timelines, identify the timeline that shows the eras drawn to scale. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Fossil Marine Terrestrial Variation Extinct Inference Co-exist Timeline Era Period Epoch Create a geologic timeline drawn to scale, showing eras, periods, epochs, fossil record, and important geologic events. Use the Geologic History of NYS (ESRT) to: identify changes in life forms throughout time; determine age of a fossil; determine if two life forms co-existed; infer behavior pattern/eating patterns of past organisms. Discuss evolutionary change as evidenced by the fossil record in terms of: variation within species; variety of life forms; extinction of life forms; variation of environment. How are fossils used to interpret geologic history? What inferences can be made about evolutionary development based on the fossil record?  Standard 4 Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land. Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earths plates. Major UnderstandingsPerformance ObjectivesSuggested Assessment 2.1o: Plate motions have resulted in global changes in geography, climate, and patterns of organic evolution. Describe how plate motion result in various global changes.Infer positions of continents using fossil, rock type and structure, climate, and glacial evidence. Explain the theories of continental drift and plate tectonics. Define uniformitarianism. Predict future positions of continents based on present motion. Relate present plate motions to past movement. Identify past climate of an area based on its fossil record. Reconstruct the position of continents through time. State the fossil and rock evidence that provides support for the past evidence. Identify more primitive/more advanced forms of the same species; link changes in geography and climate to changes in lifeforms. Vocabulary/VisualsSuggested ActivitiesConceptual Questions Inferred Pangaea Uniformitarianism Plate Tectonic Continental drift Organic evolution  Use Geologic History of NYS (ESRT) to observe changes in: positions of all continents; latitude of North America at various times through history; direction of movement of North America at any given time. Use ESRT to locate position of North America at any given geologic time/era; give date and/or identify by name, significant geologic events in NYS. Use fossil evidence and rock record to prove: NYS was once covered with a warm, shallow sea; climate changes have occurred throughout time. Use cutouts of continents to create models of landmass for different geologic eras.  What evidence indicates the continents have moved in the past, are moving in the present and will continue to move in the future? How does plate motion cause changes in geography, climate, and organic evolution?     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