Explore Charter High School for Law and Social Justice
Class Syllabus
The Charter High School for Law and Social Justice
COURSE SYLLABUS AND OUTLINE
Physical Setting – Earth Science 2019-2020
Teacher: Mr. Pers
email:jpers@chslawandsocialjustice.org
Course Description:
Physical Setting - Earth Science is a New York State Regents course. The State Education Department Board of Regents dictates the curriculum for this course as for all Regents courses.
Earth Science is more than just looking at rocks. Earth Science is about understanding the Earth and how it works. In this course you will be discovering the Earth through class activities, laboratory investigations and individual research. Of course, class assignments, homework and tests will also be emphasized.
Course Goal:
This course has a dual purpose:
1. To help you understand and become excited about the Earth you live on and its processes.
2. To help prepare you to take the Earth Science Regents exam at the end of the course.
Course Structure:
The Earth Science course is scheduled for 5 periods a week. Some of the periods will laboratory investigations.
Course Content:
Unit 1 –Maps And Measurements
Introduction to Earth Science
Earth as a System
Models of the Earth
Unit 2 – The Dynamic Earth
Plate Tectonics
Evidence of Movement
Convection Cycles and Density
Deformation of the Crust
Earthquakes
Volcanoes-Tsunamis
Unit 3 – Rocks and Minerals
Earth Science Chemistry
Minerals of the Earth’s Crust
Igneous Rocks
Metamorphic Rocks
Sedimentary Rocks
Rock Cycle
Resources and Energy
Unit 4 - Landscapes
Weathering and Erosion
River Systems
Groundwater
Glaciers
Erosion by Wind and Waves
Water Cycle
Soils
Hydrology
Weathering and Erosion
River Systems
Groundwater
Glaciers
Erosion by Wind and Waves
Oceans
Unit 5 – History of the Earth
The Rock Record
A View of Earth’s Past
Fossils
Geological TIme
Stratigraphy
Radioactive Dating
Unit 6 – Insolation
Arc of Sun’s Travel
Seasons
Energy in Exchanges in the Atmosphere
Unit 7- Meteorology
The Atmosphere
Weather
Climate Systems
Weather Models
Weather Variables
-El Nino
-La Nina
Unit 8 - Climate
Factors that Affect Climate
Water Budget
Ocean Currents
Oceanography
Unit 9 – Astronomy
Studying Space
Planets of the Solar System
Minor Bodies of the Solar System
The Sun
Stars, Galaxies and the Universe
Tides
Course Materials and Texts
You will also be responsible for keeping a three-ring binder for science throughout the year. In addition. a notebook should be used and kept neat and organized. An organized notebook will help you to study for tests and quizzes and will make class much easier. Your binder will be checked periodically and a grade will be given based on content and organization.
Home Filing System:
When a unit of study is finished, all of your notes, handouts and graded assignments for that unit must be taken out of your binder and put in a file folder. You are to label the file folder with the unit title and file it away at home in a safe place. A file box labeled “Earth Science” or a drawer in a file cabinet are good places. Do not leave the folders in your locker, book bag or other places where they may be lost or destroyed. You will need this information to study for your midterm exam as well as for the New York State Regents.
Texts: Barron’s Physical Setting – Earth Science Review, texts on topics, newspaper and journal articles
Physical Setting - Earth Science Reference Tables 2010 Edition will also be provided and is used throughout the year on unit tests, the mid-term and the Regents exam.
You are encouraged to purchase Barron’s Physical Setting - Earth Science Review for extra study
*Students can check my class page on Google Classroom. I will notify the students when the website is up and running.
Extra Help: If you need help with class work, have any questions or need to make up work, please do not hesitate to ask Mr. Pers
Extra Credit:
You can do extra credit assignments at any time throughout the year on any topic of Earth Science covered. A list of acceptable extra credit assignments will be provided for you.
CLASSROOM RULES/ PROCEDURES/RESPECT
Scholars are required to abide to the CHSLSJ Student Family Handbook.
SCHOOL SUPPLIES
Scholars are expected to come to class with the following supplies:
Pen/Pencil
3 Ring Binder and looseleaf
Folder
Notebook
ASSESSMENTS Interim assessment, mock Earth Science: The Physical Setting Regents, summative assessments (unit exams), performance tasks and formative assessments.
GRADING POLICY
The State Education Department Board of Regents requires that all students perform at least 1200 minutes of laboratory investigation for this course. There will be about one lab investigation per week. Labs will be evaluated according to how well procedures are followed and observations are made, as well as the depth of the analysis of the observations. A laboratory report for a number of the labs will be required. Exemplary work will be put in the student’s portfolio
Scholars’ grades will be determined in the following way as suggested by CHSLSJ administration:
Classwork Lab Reports – 30%
Tests/Culminating Projects - 30%
Quizzes 15%
Projects-15%
Do Now/ Exit slip - 5%
Homework -5%
Late Policy:
Homework- Each day late homework is accepted with reduced credit
Classwork- Classwork must be made up. Please ask the teacher for missed work
Test/Quizzes- Students that are absent on the day of a test are required to make it up within two days or it will result in a grade of zero.
Exit tickets – They will be collected at the end of class
Projects- Projects can be handed in with reduced credit
ASSESSMENTS Interim assessment, mock Earth Science: The Physical Setting Regents, summative assessments (unit exams) and formative assessments.
ATTENDANCE Being in class is crucial to your success in Earth Science . There are times when an excused absence is unavoidable. In these cases, you will have the same amount of time to make up the missed assignment/s (test, paper, classwork) as days you were absent. For example, if you were sick and unable to make it to school for two days, you will have two days to make up the missed work before points are deducted. From that point on, points will be deducted as follows: 1 week late, 2 weeks late, 3 weeks late Etc,
Lastly, as a scholar it is your responsibility to communicate with your teacher after an absence to determine what was missed, and when/how you will make it up."
Please refer to the CHSLSJ Student Family Handbook
BATHROOM/WATER BREAKS
Scholars may not use the bathroom during the first 10 minutes and last 10 minutes of each class period. Only one student is allowed out at a time.
COURSE CONTRACT
(Please return this page by the end of the first week of school)
Earth Science Physical Setting Mr. Pers
UNIT PLAN 4 History of the Earth
Theme/Description:
In this unit, students will explore the geologic history of the Earth. The lessons will focus on on how layered rocks provide evidence of geologic events, such as volcanic eruptions, tectonic collisions and mountain building, have helped shape the Earth. In addition to the evidence of changes in the Earth provided by these dramatic events, the lessons will focus on how countless pieces of plants and animals have appeared and disappeared that are evidence of the geologic events, especially when, in the history of the Earth, they happened. Students will participate in laboratory activities to further increase their levels of understanding of Earth’s history. These hands-on activities will deepen their understanding of the topics and help to develop students’ inquiry skills. As students analyze Earth’s history, they will learn how to find clues to its origin and how it has changed through nearly five billion years and to better understand the evolution of life on Earth.
Connection to Law and Social Justice (theme/issue)
The issue we will explore that relates to law and social justice is how government regulations in the United States and in other countries help to protect endangered plants and animals that are used to make drugs for diseases. We will also explore how weak regulations or no regulations at all are contributing to these precious plants and animals decreasing in numbers, becoming endangered and eventually becoming extinct.
Stage 1: Desired Results
This is where we establish our goals and enduring understandings. This section is CRUCIAL to unit success.
Standard 4 - Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Performance Indicator 1.2 - Describe current theories about the origin of the universe and solar system
1.2i The pattern of evolution of life-forms on Earth is at least partially preserved in the rock record.
• Fossil evidence indicates that a wide variety of life-forms has existed in the past and that most of these forms have become extinct.
• Human existence has been very brief compared to the expanse of geologic time.
1.2j Geologic history can be reconstructed by observing sequences of rock types and fossils to correlate bedrock at various locations.
• The characteristics of rocks indicate the processes by which they formed and the environments in which these processes took place.
• Fossils preserved in rocks provide information about past environmental conditions.
• Geologists have divided Earth’s history into time units based upon the fossil record.
• Age relationships among bodies of rocks can be determined using principles of original horizontality, superposition, inclusions, cross-cutting relationships, contact metamorphism, and unconformities. The presence of volcanic ash layers, index fossils, and meteoritic debris can provide additional information.
• The regular rate of nuclear decay (half-life time period) of radioactive isotopes allows geologists to determine the absolute age of materials found in some rocks.
Essential Question(s):
These open-ended provocative questions are designed to guide student inquiry and focus instruction for “uncovering” the important ideas of the content.
What story of Earth’s history can rocks tell us?
How do geologists determine the age of rocks?
What story about the Earth do fossils tell us?
How and why do rocks change over time?
How do we collect, analyze and interpret data to better understand Earth’s history?
Essential Skills:
By the end of the unit, students will know:
By the end of the unit, students will be skilled at:
what the relative age of rock layers is and how it is determined
the principle of uniformitarianism
the principle of cross-cutting relationships
the three types of unconformity
what unconformity means and how it happens
how the absolute age of a rock is determined
the difference between relative age and absolute age
what radioactive dating is
what half-life is
how to use the ESRT to determine absolute age
how carbon dating is used to determine the absolute age of rocks
how fossilization happens
the difference between a trace fossil and an index fossil
the difference between a mold and a cast
how fossils can be preserved as original remains
how fossils can be preserved as carbon films
why fossil fuels can be harmful
the difference between a geologic time scale and a geologic column are
the difference among the following: eon, era, period and epoch
how to make a connection between the geologic time scale and evolution
how to use the ESRT to answer questions about geologic time
how to analyze the meteorite impact hypothesis to explain why the mass extinction of dinosaurs occurred
generating questions
watching videos on the Earth’s history and drawing conclusions
making predictions
drawing rock layers, including the three different types of unconformities
determining whether relative age dating or absolute age dating would be used to determine the ages of different items, such as an apple from a lunch box, an 1862 Indian head penny and an antler knife found in the woods in New York
using cross sections to infer a logical sequence of geologic events and establish a probable relative age for a series of rock layers (lab activity)
constructing a graph after participating in a half-life of a penny activity
collecting model statistics which show how the rate of radioactive decay of an isotope can be used to determine the absolute age of a rock (lab activity)
drawing a mold and a cast and explaining the difference
reading the geologic time scale to explain the theory of evolution
using geologic maps and cross-sections to determine the past geologic history of several areas in the United States (lab activity)
Stage 2: Evidence
What is the evidence needed to determine the extent to which students have achieved the desired results
in Stage 1? Authentic performance tasks with criterion-based rubrics (to judge product and performance)
allow us to evaluate student proficiency along a spectrum as opposed to a Y/N measure. A variety of
additional assessment formats (tests, quizzes, exit tickets, observations, etc.) and student self-assessment
are also used.
Summative Assessment:
Students will be assessed using an examination that includes NYS Earth Science Regents multiple-choice questions and open-ended questions.
Performance Task:
Students will demonstrate an understanding of how mass extinctions have affected the Earth in the past and how they still affect us today. After a class discussion on how most organisms that have lived on Earth are now extinct and that every year more plants and animals become extinct, students will research information on how many drugs used for fighting disease are derived from plants and animals. They will identify one of these disease-fighting drugs that is derived from a plant or animal whose population is decreasing or endangered, determine where it is found, research how it is used in medicine and then explain what can be done to prevent it from becoming extinct.
The essay must be at least five paragraphs and include supporting evidence.. A rubric will be used to assess the finished product.
Stage 3: Learning Plan
The instructional strategies and learning experiences needed to achieve the desired results. All planned
activities should help to develop understanding, knowledge and skills and to equip students for the
performances of learning (assessments).
Order of Unit Objectives:
This is the day by day learning plan - a calendar format may be preferred for this section. While planning daily objectives, consider WHERETO:
Will the scholars:
W-know where they’re going, why, and what is required of them?
H-Be hooked- engaged into digging into the Big Ideas (through inquiry, research, problem -solving, experimentation)?
E- Have adequate opportunities to explore and experience Big Ideas and receive instruction to equip them for required performance?
R-Have sufficient opportunities to rethink, rehearse, revise and refine,their best work based upon timely feedback?
E- Have the opportunity to evaluate their work and set future goals?
Consider the extent to which the learning plan is:
T-Tailored and flexible to address the interests and learning styles of all students.
O- Organized and sequences to maximize engagement and effectiveness.
Monday
Tuesday
Wednesday
Thursday
Friday
SWBAT...
1/28 - Determining the Relative Age of Rocks
1/29. Origins of the Earth
Article -
NEWS ELA
1/30 Lab -
Sequence of events in Earth’s history--Relative Age of Rocks
1/31 Determining the Absolute Age of Rocks
2/3 Lab -
Radioactive Dating - Determining the Absolute Age of Rocks
2/4 The Fossil Record
2 /5 -
Demise of the Dinosaur
Articles -
“What Killed the Dinosaurs?”
“Demise of the Dinosaurs”
2/6 Lab -
The Fossil Record
2/7 - Division of Geologic Time
2/10 Lab -
Geologic Time
2/11
Review for History of the Earth Examination
2/12
History of the Earth examination - Part I
2/13
History of the Earth examination - Part II
13
1/28 - Determining the Relative Age of Rocks
Explain relative age
Explain the Principle of Uniformitarianism
Explain the Principle of Cross-cutting Relationships
Define unconformity.
Compare the three types of unconformities—nonconformity, angular unconformity and disconformity
1/ 29 Origins of the Earth - Big Bang Theory
explain the Big Bang Theory
analyze supporting evidence to support the theory
use close reading skills to understand information in an article
1/30 - LAB - Sequence of Events in Earth’s History--Relative Age of Rocks
review relative age vocabulary
using geologic cross-sections, infer a logical sequence of events
establish a probable relative age for a series of rock layers
1/31 - Determining the Absolute Age of Rocks
Compare relative and absolute age
- Explain radiometric dating
- Explain half life
- Use the ESRT to determine absolute age
- Explain carbon 14 dating
2 /3 - LAB - Radioactive Dating - Determining the Absolute Age of Rocks
review the terms absolute age and index fossil
explain the meaning of correlation
construct a geologic history of a region by observing rock layers in different localities
2/4 - The Fossil Record
– explain how fossilization happens
- compare a trace fossil and an index fossil
- compare a mold and a cast
- explain how fossils can be preserved as original remains
- explain how fossils can be preserved as carbon films
- analyze how fossil fuels can be harmful
2/ 5 - Demise of the Dinosaur
Close read a text and answer questions to identify important information and accompanying details
Explain how a writer develops a hypothesis by using evidence
Identify powerful language that helps persuade a reader to accept a point of view
Explain the meteorite impact hypothesis of why the mass extinction of dinosaurs may have occurred
2/6 - LAB - The Fossil Record
2/7 Geologic Time
explain geologic time scale and geologic column
explain the difference: eon, era, period and epoch
make a connection between the geologic time scale and evolution
use the ESRT to answer questions about geologic time
2/10 - LAB - Geologic Time
review the definitions of era, period and epoch
construct a model illustrating previous geologic events
compare the length of man’s existence to the span of geologic time
2/11- Review for History of the Earth Exam
2/12- History of the Earth Exam - Part I (multiple-choice)
2/13 - History of the Earth Exam - Part 2 (extended responses)
Considerations for Scaffolding & Differentiation Instruction
Prerequisite Skills:
skills in how to use the ESRT to answer questions
steps in the scientific method
skills in drawing and reading diagrams
research skills
Connection to Future Use:
Since understanding the history of the Earth is an important component of studying science, students will have a better understanding of how the geologic processes operating today have been slowly at work through much of Earth’s history and will continue to be at work. As students read about or watch the news about extinctions of plant and animal species, they will better understand that this has been happening for a very long time. They will also better understand that if they can personally help to prevent extinctions, they will become a part of the geologic history of the Earth..
Key Vocabulary:
Relative Age of Rocks - relative age, Principle of Uniformitarianism, Principle of Original Horizontality, Principle of Superposition, Principle of Cross-cutting Relationships, unconformity, disconformity, nonconformity, angular unconformity.
Absolute Age of Rock– absolute age, varves, radiometric dating, half-life, radioactive decay, carbon 14 dating
Fossil Record - fossil, fossilization, trace fossil, index fossil, original remains, carbon film, fossil fuels
Division of Geologic Time - geologic time scale, geologic column, eon, era, period, epoch, evolution
Resources:
PowerPoint slides with visuals, ESRT, vocabulary lists with definitions (English and Spanish translations), text related to topics, web sites, and demonstrations and lab materials.
Notes/ Comments:
GOOGLE CLASSROOM LINKS
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