Amanda Grecula Earth Space CMap.docx.pdf

HAST
Science
Earth Space
Grade Level | 1

Unit 1: Earth’s Place in the Universe
🕓Q1
Unit 2: Earth’s Place in the Solar System 🕓Q1& 2
Unit 3: Earth System Evolution
🕓Q2
Unit 4: Plate Tectonics 🕓Q2
Unit 5: Rocks, Minerals, and Structures
🕓Q3
Unit 6: Surface Processes 🕓Q4
Unit 7: Wind, Oceans, Weather, and Climate
🕓Q4
Unit 8: Global Climate Change
🕓Q4
Unit 9: Earth’s Natural Resources
🕓Q4
Appendices
Appendix A: Proficiency Scale Template
Appendix B: Curriculum Refinement Form
Grade Level | 2

Course Performance Expectations
Performance
Expectations
Earth’s Place in the universe ESS1
HS-ESS1-1
Essential: Develop a model based on evidence to illustrate the life span of the sun and
the role of nuclear fusion in the sun’s core to release energy in the form of radiation.
HS-ESS1-2
Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra,
motion of distant galaxies, and composition of matter in the universe.
HS-ESS1-3
Communicate scientific ideas about the way stars, over their life cycle, produce elements.
HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the
solar system.
HS-ESS1-5 Essential:Evaluate evidence of the past and current movements of continental and oceanic crust
and the theory of plate tectonics to explain the ages of crustal rocks.
HS-ESS1-6
Essential: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and
other planetary surfaces to construct an account of Earth’s formation and early history.
Earth’s Systems ESS2
HS-ESS2-1
Develop a model to illustrate how Earth’s internal and surface processes operate at different
spatial and temporal scales to form continental and ocean-floor features.
HS-ESS2-2
Essential: Analyze geoscience data to make the claim that one change to Earth's surface can
create feedbacks that cause changes to other Earth systems
HS-ESS2-3
Develop a model based on evidence of Earth’s interior to describe the cycling of
matter by thermal convection.
HS-ESS2-4
Use a model to describe how variations in the flow of energy into and out of Earth’s systems result
in changes in climate.
HS-ESS2-5
Essential:Plan and conduct an investigation of the properties of water and its effects on Earth
materials and surface processes.
HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere,
atmosphere, geosphere, and biosphere.
▲ Units of Study Grade Level | 3

HS-ESS2-7 Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems
and life on Earth.
Earth and Human Activity ESS3
HS-ESS3-1
Essential:Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-ESS3-2
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral
resources based on cost-benefit ratios.
HS-ESS3-3
Create a computational simulation to illustrate the relationships among management of natural
resources, the sustainability of human populations, and biodiversity
HS-ESS3-4
Evaluate or refine a technological solution that reduces impacts of human activities on natural
systems.
HS-ESS3-5
Essential:Analyze geoscience data and the results from global climate models to make an
evidence-based forecast of the current rate of global or regional climate change and associated
future impacts to Earth systems.
HS-ESS3-6
Use a computational representation to illustrate the relationships among Earth systems and how
those relationships are being modified due to human activity.

Unit 1:Earth’s Place In the Solar Systm
Unit 1:Earth’s Place in the Solar System
Performance Expectations (PE)
HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar
system.[Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made
satellites as well as planets and moons.]
HS-ESS1-6 Essential Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary
surfaces to construct an account of Earth’s formation and early history.[Clarification Statement: Emphasis is on using available evidence within
the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence
include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and
compositions of solar system objects, and the impact cratering record of planetary surfaces.]
HS-ESS1-2 Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant
galaxies, and composition of matter in the universe.[Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from
galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the
observed composition of ordinary matter of the universe, primarily found in stars and interstellar gasses (from the spectra of electromagnetic radiation from
stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).]
Science and Engineering Practices
SEP.5: Using mathematics and computational thinking
SEP.6: Constructing explanations and designing solutions
SEP.6: Constructing explanations and designing solutions
Disciplinary Core Ideas
ESS1.B: Earth and the Solar System
ESS1.C: The History of Planet Earth
PS1.C: Nuclear Processes
ESS1.A: The Universe and Its Stars
PS4.B: Electromagnetic Radiation
Essential Questions
What objects make up Earth’s solar system?
Where is Earth’s solar system in relation to the stars and galaxies that make up the universe?
How do astronomers measure how stars and galaxies move?
What do these movements tell astronomers about how the universe formed?
How did the solar system form?
What is the probability that there are planetary systems beyond our own? How do you know?
What is the shape of Earth’s orbit of the Sun?
How might a change in the shape of Earth’s orbit or its axis of rotation affect weather and
climate?
What do you think happened to make the Moon look the way it does?
What is the origin of the Moon?
In what ways does the Moon affect Earth?
How large (in diameter) do you think the meteor was that formed Meteor Crater?
How would the impact of the meteor have affected the biosphere near the crater?
What does a prism reveal about visible light?
The Sun produces light energy that allows you to see. What other kinds of energy come from
the Sun? Can you see them?

Cross Cutting Concepts
CC.3: Scale, Proportionality, and Quantity
CC.7: Stability and Change
CC.5: Energy and Matter
Student Understandings by the end of the UNIT Academic Vocabulary
1. Develop a scale model of the solar system.
Size and Scale:
solar system, planet,
astronomer, astronomical
unit, star, galaxy, light year,
parsec, gravity, density,
telescope, atmosphere,
universe, parallax
2. Evaluate different scale models and compare their strengths and limitations
3.
Use mathematics to calculate distances to objects in the universe in astronomical units
(au), light-years, and parsecs (pc)

Locating Astronomical
Units in the night sky:
constellation, celestial sphere,
celestial coordinate system,
longitude, latitude, celestial
equator, declination, right
ascensions, vernal equinox,
celestial pole
Origin of the Universe and
the Solar System: Big Bang
Theory, Cosmologist, Matter,
Wavelength, Doppler Effect,
Radiation, Cosmic
Background Radiation,
Steady State Theory, Mass,
Nebula, Nebular Theory,
Planetesimal, Protoplanetary
body, Nuclear Fusion,
Terrestrial Planet, gas-giant
planets, comet, asteroid,
extrasolar planet
Orbits and Effect: motion,
speed, velocity, orbital
velocity, acceleration,
Kepler’s first law, Kepler’s
second law, Kepler’s 3rd law,
eccentricity, coma, axial tilt,
axial precession, orbital
plane, inclination
Astronomy: law of
gravitation, Newton’s first law,
interia, accretion,
differentiation, tide, spring
tide, neap tide, eclipse, lunar
eclipse, solar eclipse
Expected
● Gravitation
● Orbit
● Revolution
● Rotation
● Period
● Semi-major axis
● Eccentricity
● Semi-minor axis
● Focus/foci
● Ellipse
● Gravitational
constant
● Astronomical unit
● Satellite
Not Expected
● Aphelion
● Perihelion
● Angular momentum
4.
Develop a model for identifying specific locations on Earth.
5.
Analyze a coordinate system as a mathematical model for locating objects in the sky.
6. Identify patterns in the organization and distribution of matter in the universe.
7.
Use a model to show the relationship between a moving object and the energy it emits.
8.
Use a model to predict the direction and rate of movement of galaxies in the universe.
9.
Analyze data to determine patterns in electromagnetic radiation that fills the universe.
10.
Use a model to explain the nebular theory of the formation of the solar system.
11.
Examine the evidence that supports the big bang theory for how the universe was formed.
12.
Use mathematics to develop models that explain patterns in the orbits of planets in our solar system.
13.
Analyze data to identify the relationship between the shape of a planet’s orbit and its distance from
the Sun.
14.
Obtain information about Kepler’s laws and how they explain planetary motion.
15.
Use a model to explain the relative motions of Earth, the Moon, and the Sun.
16.
Carry out an investigation that examines the changes in the appearance of the Moon in the night sky.
17.
Analyze and interpret data to determine the relationship between the motion of the Moon and coastal
tides.

Expected
● Recessional velocity
● Galaxy
● Star
● Galaxy cluster
● Spectrum
● Spectra
● Wavelength
● Frequency
● Doppler Effect
● Redshift
● Blueshift
● Light years
● Big Bang theory
● Helium
● Emission
● Absorption
Not Expected
● Cosmological
redshift
● Hubble Law
● Photometric redshift
● Spectroscopy
18.
Use mathematics to calculate how Earth’s rotation has changed over time due to tidal forces.
19.
Obtain information about the formation of Earth and the Moon.
Assessments
Exam
Quizes
Looking Back Looking Ahead
● The solar system consists of the sun and a
collection of objects, including planets, their
moons, and asteroids that are held in orbit around
the sun by its gravitational pull on them.
(MS-ESS1-2), (MS-ESS1-3)
● This model of the solar system can explain
eclipses of the sun and the moon. Earth’s spin
axis is fixed in direction over the short-term but
tilted relative to its orbit around the sun. The
seasons are a result of that tilt and are caused by
the differential intensity of sunlight on different
areas of Earth across the year. (MS-ESS1-1)
● The solar system appears to have formed from a
disk of dust and gas, drawn together by gravity.
(MS-ESS1-2)
● Patterns of the apparent motion of the sun, the
moon, and stars in the sky can be observed,
described, predicted, and explained with models.
(MS-ESS1-1)
● Earth and its solar system are part of the Milky
● Cyclical changes in the shape of Earth’s orbit
around the sun, together with changes in the tilt of
the planet’s axis of rotation, both occurring over
hundreds of thousands of years, have altered the
intensity and distribution of sunlight falling on the
earth. These phenomena cause a cycle of ice
ages and other gradual climate changes.
(secondary to HS-ESS2-4)
● The Big Bang theory is supported by observations
of distant galaxies receding from our own, of the
measured composition of stars and non-stellar
gasses, and of the maps of spectra of the
primordial radiation (cosmic microwave
background) that still fills the universe.
(HS-ESS1-2)
● Other than the hydrogen and helium formed at the
time of the Big Bang, nuclear fusion within stars
produces all atomic nuclei lighter than and
including iron, and the process releases
electromagnetic energy. Heavier elements are

Way galaxy, which is one of many galaxies in the
universe. (MS-ESS1-2)
● The star called the sun is changing and will burn
out over a lifespan of approximately 10 billion
years. (HS-ESS1-1)
produced when certain massive stars achieve a
supernova stage and explode. (HS-ESS1-2),
(HS-ESS1-3)
Resources
Lesson Plans Additional Resources
Google lesson plans
Earth Space Lesson Plans 2023-2024 Personal
● Wonder of Science
● University of Connecticut
● NSTA Hub
● The Wonder of Science
● NSTA Hub

Unit 2:
Unit 2: Earth’s Place in Our Solar System
HS-ESS1-1 Essential Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear
fusion in the sun’s core to release energy in the form of radiation. [Clarification Statement: Emphasis is on the energy transfer
mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses
and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and
non-cyclic variations over centuries.]
HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis
is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.]
SEP.2: Developing and using models
SEP.8: Obtaining, evaluating, and communicating information
SEP.5: Using mathematics and computational thinking
PS3.D: Energy in Chemical Processes and
Everyday Life
Essential Questions
How does nuclear fusion occur in the sun's core, and what role does it play in releasing
energy in the form of radiation?
What evidence supports the model illustrating the life span of the sun? How do
observations of other stars' masses and lifetimes contribute to this understanding?
How does energy from nuclear fusion in the sun's core travel through various energy
transfer mechanisms to eventually reach Earth as radiation?
What are some examples of sudden solar flares and how do they impact the sun's
radiation? How does "space weather" affect the energy transfer from the sun to Earth?
What is the 11-year sunspot cycle, and how does it influence the variations in the sun's
radiation?
How have scientists observed non-cyclic variations in the sun's radiation over centuries,
and what do these observations tell us about the sun's life span and energy release
mechanisms?
How can a model be developed using evidence to illustrate the sun's life span and
energy release through nuclear fusion? What data and information are essential in
constructing this model?

How does the energy transfer process from the sun's core to Earth impact our planet's
climate and weather patterns?
CC.3: Scale, Proportionality,and Quantity
CC.4: Systems and System Models
CC.3: Scale, Proportionality, and Quantity

What are the potential consequences of fluctuations in solar radiation for Earth's
atmosphere and space environment, and how can we better understand and predict
these variations?
How does our understanding of the sun's life span and energy release mechanisms help
us in making informed decisions about space exploration, energy resources, and
long-term sustainability on Earth?
In what other ways does solar radiation benefit life on the planet?
In what other ways can solar radiation be harmful or disruptive?
As you stargaze, what do you notice about the stars?
So some stars appear brighter than others? Do some appear larger or smaller? What colors
are the stars?
1.
Use mathematics to explain the energy released when asteroids or comets collide with Earth. Expected
● Main sequence
● Nucleosynthesis
● Nuclear reactions
● Fission
● Fusion
● Nucleons
● Proton
● Neutron
● Gamma rays
● Neutrinos
● Red giant
● Blue giant
● White dwarf
● Planetary nebula
● Supernova
● Supernova remnant
● Globular cluster
● Exothermic reactions
● Endothermic
reactions
● Emissions spectrum
● Absorption spectrum
● Emission lines
● Absorption lines
● H-R diagram
Not Expected
● Neutron-capture
● Proton-capture
● Photo-disintegration
● CNR cycle
● Radiogenesis
2.
Use computational thinking to compare impact events.
3.
Obtain information about the probability and effects of asteroid, comet, and meteorite collisions
with Earth
4.
Carry out an investigation of the visible part of the electromagnetic spectrum.
5.
Analyze and interpret data on the frequencies of the electromagnetic spectrum.
6.
Obtain information about how astronomers use electromagnetic radiation to study objects and
events in space.
7.
Analyze and interpret sunspot and solar flare data
8.
Obtain information about solar activity and its effects.
9.
Plan and carry out an investigation to explore the relationship between the brightness of an object (its
luminosity) and its magnitude.

10.
Analyze and interpret data relating to the properties of stars.
11.
Obtain information about stellar structure and stellar evolution (the life cycle of stars).
Assessments
Exam
Quizzes
Podcast of the Universe
E
● Patterns of the apparent motion of the sun, the
moon, and stars in the sky can be observed,
described, predicted, and explained with models.
(MS-ESS1-1)
● Earth and its solar system are part of the Milky
Way galaxy, which is one of many galaxies in the
universe. (MS-ESS1-2)
● The star called the sun is changing and will burn
out over a lifespan of approximately 10 billion
years. (HS-ESS1-1)
● The Big Bang theory is supported by observations
of distant galaxies receding from our own, of the
measured composition of stars and non-stellar
gasses, and of the maps of spectra of the
primordial radiation (cosmic microwave
background) that still fills the universe.
(HS-ESS1-2)
● Other than the hydrogen and helium formed at the
time of the Big Bang, nuclear fusion within stars
produces all atomic nuclei lighter than and
including iron, and the process releases
electromagnetic energy. Heavier elements are
produced when certain massive stars achieve a
supernova stage and explode. (HS-ESS1-2),
(HS-ESS1-3)
Resources
Google lesson plans
*Star Poster
*Earth's energy budget diagram

Unit 3: Earth’s Evolution
Unit 3:Earth’s Evolution
HS-ESS1-6 Essential Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary
surfaces to construct an account of Earth’s formation and early history.
HS-ESS1-1 Essential Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear
fusion in the sun’s core to release energy in the form of radiation.
HS-ESS1-5 Essential Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate
tectonics to explain the ages of crustal rocks.
HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and
biosphere.
HS-ESS2-7 Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth
SEP.2: Developing and using models
SEP.3: Planning and carrying out investigations
PS3.D: Energy in Chemical Processes and
Everyday Life
ESS2.A: Earth Materials and System
ESS2.D: Weather and Climate
ESS2.C: The Roles of Water in Earth's
Surface Processes
Essential Questions
How do geologists understand the Earth’s history?
What scientific reasoning and evidence from ancient Earth materials, meteorites, and planetary
surfaces can be used to construct an account of Earth's formation and early history?"
How does nuclear fusion in the sun's core generate energy, and how does this process
support the sun's long-term life span?
What role does the sun's mass and composition play in determining its life span and
eventual fate?
How does the energy produced by nuclear fusion in the sun's core travel through its
layers and eventually reach the surface in the form of radiation?
What is the connection between the sun's energy output, its temperature, and the
various forms of radiation it emits, such as visible light, ultraviolet, and infrared
radiation?
How has our understanding of nuclear fusion in the sun's core evolved over time, and
what ongoing research or observations contribute to refining our model of the sun's life
span?
How do the patterns of earthquakes and volcanic activity around the world
provide evidence for the movement and interactions of tectonic plates?
CC.3: Scale, Proportionality,and Quantity
CC.4: Systems and System Models
CC.2: Cause and Effect
CC.6: Structure and Function

What geological features, such as mountain ranges, ocean trenches, and
mid-ocean ridges, support the theory of plate tectonics and help explain the
ages of crustal rocks?
How does the study of paleomagnetism and magnetic striping on the ocean
floor contribute to our understanding of plate movements and the ages of
crustal rocks?
What are the major lines of evidence from fossil records and geological
formations that suggest past movements of continents and the existence of
supercontinents like Pangaea?
How do radiometric dating methods help determine the ages of rocks on the
continents and ocean floor, and how does this information contribute to our
understanding of plate tectonics?
What are the driving forces behind plate tectonics, and how do they influence
the movement and interactions of tectonic plates?
How do carbon dioxide emissions from human activities and natural processes impact
the balance of carbon among the hydrosphere, atmosphere, geosphere, and biosphere?

What quantitative data and measurements are used to model the fluxes of carbon
between different Earth system reservoirs, and how do these fluxes vary over time and
across different regions?
How does the carbon cycle interact with other biogeochemical cycles, such as the
nitrogen and phosphorus cycles, and how do these interactions influence global climate
and ecosystems?
How do changes in land use, such as deforestation and reforestation, affect the storage
and release of carbon in the Earth system, and how can we model and predict these
effects?
What role do oceans play in absorbing and storing carbon dioxide from the atmosphere,
and how does ocean acidification impact marine ecosystems?
1.
Analyze and interpret data to determine the distribution and age of Earth’s geologic
provinces.
Expected
● Convergence
● Divergence
● Sedimentary
● Metamorphic
● Igneous
● Volcanic
● Crust
● Mantle
● Core
● Mid ocean ridge
● Trench
Not Expected
● Isotope
● Anticline
● Syntacline
2.
Analyze and interpret data to determine the age distribution of the basement rocks of the
North American continent.
3.
Obtain information about the formation and development of Earth’s geosphere.
4.
Develop and use a model to explain the release of gases from Earth’s mantle into the
atmosphere.

5.
Obtain information about how Earth’s fluid spheres formed and have changed through
time.
6.
Use a model to evaluate a hypothesis about how life may have originated on Earth.
7.
Carry out an investigation that examines the development of compounds necessary for life
on Earth.
8.
Carry out an investigation that examines the evidence of the oldest forms of life on Earth.
9.
Carry out an investigation that compares ancient microscopic organisms with modern ones.
10.
Develop and use a model to explain the release of gasses from Earth’s mantle into the
atmosphere.
11.
Obtain information about how Earth’s fluid spheres formed and have changed through
time.
Assessments
Exam
Quizzes
Mini Project on Geological Time Line
● The geologic time scale interpreted from rock
strata provides a way to organize Earth’s history.
Analyses of rock strata and the fossil record
provide only relative dates, not an absolute scale.
(MS-ESS1-4)
● Tectonic processes continually generate new
ocean sea floor at ridges and destroy old seafloor
at trenches. (secondary to MS-ESS2-3)
● Although active geologic processes, such as plate
tectonics and erosion, have destroyed or altered
most of the very early rock record on Earth, other
objects in the solar system, such as lunar rocks,
asteroids, and meteorites, have changed little
over billions of years. Studying these objects can
provide information about Earth’s formation and
early history. (HS-ESS1-6)
Resources

Google lesson plans
● NSTA Hub

Unit 4: Plates Tectonics
Unit 4:Plate Tectonics
HS-ESS2-1 Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal
scales to form continental and ocean-floor features.
HS-ESS2-3 Develop a model based on evidence of Earth’s interior to describe the cycling of
matter by thermal convection
SEP.2: Developing and Using Models
SEP.4: Analyzing and Interpreting Data
ESS2.A:
Earth Materials and Systems
ESS2.B:
Plate Tectonics and Large-Scale System
Interactions
ESS2.D:
Weather and Climate
PS4.A: Wave Properties
Essential Questions
1.How do plate tectonics play a role in shaping Earth's surface
features, both on continents and ocean floors?
2. What are the primary forces and mechanisms driving the
movement of Earth's tectonic plates?
3. How does the process of subduction lead to the formation of
deep ocean trenches and volcanic island arcs?
4. What role do volcanic eruptions and magma plumes play in
shaping the Earth's surface over geological time scales?
5. How does erosion and weathering contribute to the formation
of continental landforms such as mountains, valleys, and river
systems?
6. What is thermal convection, and how does it drive the
movement of matter within Earth's interior?
CC.7: Stability and Change

7. What evidence supports the existence of thermal convection
in Earth's mantle and core?
8. How does the movement of material by thermal convection in
the mantle contribute to the process of plate tectonics?
10. What role does heat transfer play in the generation of Earth's
magnetic field, and how is this related to thermal convection?
11. How do variations in temperature and density within Earth's
interior influence the pattern and rate of thermal convection?
12. What are the different layers and zones within Earth's interior,
and how does thermal convection affect each of them?
1. Describe the interior structure of Earth.
xpected
● Tectonic uplift
● Seismic waves
● Feedback effect
● Irreversible
● Earth’s magnetic field
● Electromagnetic
radiation
● Inner core
● Outer core
● Mantle
● Continental crust
● Seafloor spreading
● Isotope
● Thermal convection
● Radioactive decay
● Rock composition
● Continental boundary
● Ocean trench
● Recrystallization
● Nuclear
● Geochemical reaction
● Mass wasting
Expected
● Convection
● Radioactive
● Inner core
● Outer core
2. Connect volcanoes and earthquakes with the theory of plate tectonics.
3. Search, describe, and account for patterns in the global distribution of volcanoes and earthquakes.
4. SWBAT explain the causes of movement of the lithospheric plates
5. SWBAT explain evidence that supports plate tectonic theory
6. SWBAT identify what drives plates and characteristics at plate boundaries
7. SWBAT identify evidence that led to seafloor spreading
8. SWBAT investigates how plates have moved throughout our time.
9.
SWBAT Create a 3-d Model of features forms at continental and ocean floor due to plate movement.

● Isotope
● Mantle
● Seismic wave
● Geochemical reaction
● Geoscience
● Molten rock
● Earth’s elements
● Earth’s internal energy
sources
● Geochemical cycle
● Tectonic uplift
Assessments
Exam
Quizzes
Plate Boundary Project
● All Earth processes are the result of energy flowing and
matter cycling within and among the planet’s systems.
This energy is derived from the sun and Earth’s hot
interior. The energy that flows and matter that cycles
produce chemical and physical changes in Earth’s
materials and living organisms. (MS-ESS2-1,
Essential)
● The planet’s systems interact over scales that range
from microscopic to global in size, and they operate
over fractions of a second to billions of years. These
interactions have shaped Earth’s history and will
determine its future. (MS-ESS2-2)
● All Earth processes are the result of energy flowing and
matter cycling within and among the planet’s systems.
This energy is derived from the sun and Earth’s hot
interior. The energy that flows and matter that cycles
produce chemical and physical changes in Earth’s
materials and living organisms. (MS-ESS2-1,
Essential)
● The planet’s systems interact over scales that range
from microscopic to global in size, and they operate
over fractions of a second to billions of years. These
interactions have shaped Earth’s history and will
determine its future. (MS-ESS2-2)
● Earth’s systems, being dynamic and interacting, cause
feedback effects that can increase or decrease the
original changes. (HS-ESS2- 1,
Essential),(HS-ESS2-2)
● Earth’s systems, being dynamic and interacting, cause
feedback effects that can increase or decrease the
original changes. (HS-ESS2- 1),(HS-ESS2-2,
Essential)
● Evidence from deep probes and seismic waves,
reconstructions of historical changes in Earth’s surface
and its magnetic field, and an understanding of
physical and chemical processes lead to a model of
Earth with a hot but solid inner core, a liquid outer core,
a solid mantle and crust. Motions of the mantle and its
plates occur primarily through thermal convection,
which involves the cycling of matter due to the outward
flow of energy from Earth’s interior and gravitational
movement of denser materials toward the interior.
(HS-ESS2-3)
● The geological record shows that changes to global
and regional climate can be caused by interactions
among changes in the sun’s energy output or Earth’s
orbit, tectonic events, ocean circulation, volcanic
activity, glaciers, vegetation, and human activities.
These changes can occur on a variety of time scales
from sudden (e.g., volcanic ash clouds) to intermediate
(ice ages) to very long-term tectonic cycles.
(HS-ESS2-4)
● The geological record shows that changes to global
and regional climate can be caused by interactions
among changes in the sun’s energy output or Earth’s
orbit, tectonic events, ocean circulation, volcanic
activity, glaciers, vegetation, and human activities.

These changes can occur on a variety of time scales
from sudden (e.g., volcanic ash clouds) to intermediate
(ice ages) to very long-term tectonic cycles.
(HS-ESS2-4)
Resources
Google lesson plans
● NSTA Hub
● Cliffside Park

Unit 5:
Unit 5: Rocks, Minerals, and Structures
HS-ESS2-5 Essential Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface
processes.
HS-ESS2-2 Essential Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that
cause changes to other Earth systems.
Earth’s Systems
HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form
continental and ocean-floor features.
HS-ESS1-5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to
explain the ages of crustal rocks
SEP.3: Planning and Carrying Out Investigations
SEP.4: Analyzing and Interpreting Data
ESS2.C:
The Roles of Water in Earth’s Surface
Processes
ESS2.A:
Earth Materials and Systems
ESS2.D:
Weather and Climate
Essential Questions
1. What are the crystal shapes of common substances?
2. What are the most useful properties for describing and identifying
different minerals?
3. What are the unique properties of water that make it a critical
factor in shaping Earth's surface and processes?
4. How do geologists identify mineral specimens that are identified
according to their physical properties?
5. How do the arrangement of atoms in minerals affect their physical
properties?

6. How does water influence weathering and erosion of rocks and
minerals on Earth's surface?

7. What role does water play in the formation of various landforms,
such as valleys, canyons, and river deltas?

8. How does the movement and distribution of water, including
precipitation and runoff, impact ecosystems and the availability of
freshwater resources?
9. What are the effects of groundwater on geological processes, and
how can we investigate these effects?
10. How do changes in Earth's surface, such as deforestation
or urbanization, impact the balance of energy and matter
within ecosystems?
CC.6:
Structure and Function
CC.7:
Stability and Change

11. What are the key components of Earth's systems, and how
are they interconnected in feedback loops?
12. How can we use geoscience data to identify and measure
the effects of human activities on Earth's surface and the
environment?
13. What are examples of positive and negative feedback
loops in the Earth's systems, and how do they contribute
to environmental changes?
14. How do changes in land use and land cover affect the
local and global climate, including temperature,
precipitation, and weather patterns
1.
Develop a clear and testable research question related to the
properties of water and its impact on Earth materials and surface
processes. ted
● Ocean circulation
● Biosphere
● Feedback effect
● Atmospheric circulation
● Convection cycle
● Greenhouse gas
● Geoscience
● Sea level
● Mean surface
temperature
● Methane
● Melting point
● Absorption
● Dissolve
● Hydrologic cycle
● Rock cycle
● Stream transportation
● Stream deposition
● Stream table
● Erosion
● Soil moisture content
● Frost wedging
● Chemical weathering
● Solubility
● Mechanical erosion
● Heat capacity
● Density
● Molecular structure
● Sediment
● Cohesion
● Polarity
2. Develop a clear and testable research question related to the
properties of water and its impact on Earth materials and surface
processes.
3.
Identify and select appropriate materials and equipment necessary
for the investigation, ensuring safety measures are in place.
4. Compare and contrast the properties of different types of water (e.g.,
freshwater, saltwater) and their distinct effects on Earth materials
and surface processes.
5.
Investigate the impact of water on specific geologic phenomena,
such as erosion, sedimentation, or weathering, and make
connections to real-world examples.
6.
Analyze data sets to identify correlations and patterns between
changes in Earth's surface and the resulting impacts on other Earth
systems.
7. Develop clear and testable hypotheses about the cause-and-effect
relationships between changes in Earth's surface and feedbacks to
other Earth systems.
8.
Utilize data visualization techniques, including graphs, charts, and
maps, to effectively present the relationships between Earth's surface
changes and their impacts on Earth systems.
9.
Explore and analyze case studies or real-world examples where
changes in Earth's surface, such as deforestation, urbanization, or
climate change, have led to feedbacks affecting ecosystems,
weather patterns, or geological processes.

Assessments
Exam
Quizzes
Rock and Mineral Identification Lab
● Water continually cycles among land, ocean, and
atmosphere via transpiration, evaporation,
condensation and crystallization, and precipitation, as
well as downhill flows on land. (MS-ESS2-4, Essential)
● The complex patterns of the changes and the
movement of water in the atmosphere, determined by
winds, landforms, and ocean temperatures and
currents, are major determinants of local weather
patterns. (MS-ESS2- 5, Essential)
● Global movements of water and its changes in form are
propelled by sunlight and gravity. (MS-ESS2-4,
Essential)
● Variations in density due to variations in temperature
and salinity drive a global pattern of interconnected
ocean currents. (MS-ESS2-6)
● Water’s movements—both on the land and
underground—cause weathering and erosion, which
change the land’s surface features and create
underground formations. (MS-ESS2-2)
● The abundance of liquid water on Earth’s surface and
its unique combination of physical and chemical
properties are central to the planet’s dynamics. These
properties include water’s exceptional capacity to
absorb, store, and release large amounts of energy,
transmit sunlight, expand upon freezing, dissolve and
transport materials, and lower the viscosities and
melting points of rocks. (HS-ESS2-5, Essential)
Resources
Google lesson plans
● NSTA Hub

Unit 6:
Unit 6: Surface Process
HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and
biosphere.
Science and Engineering Practices Disciplinary Core Ideas
Essential Questions Cross Cutting Concepts
1.
2.
3.
4.
5.
6.
7.
8.
9.

Assessments
Resources

Unit 7:
Unit 7: Wind, Oceans, Weather, and Climate
1.
2.
3.
4.
5.
6.
7.
8.
9.
Assessments

Resources

Unit :
Unit 7: Global Climate Change
HS-ESS3-1 Essential Construct an explanation based on evidence for how the availability of natural resources, occurrence of
natural hazards, and changes in climate have influenced human activity.
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on
cost-benefit ratios.
HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the
sustainability of human populations, and biodiversity.
HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ESS3-5 Essential Analyze geoscience data and the results from global climate models to make an evidence-based forecast of
the current rate of global or regional climate change and associated future impacts to Earth systems.
HS-ESS3-6
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being
modified due to human activity.
1.
2.
3.
4.
5.

6.
7.
8.
9.
Assessments
Resources

Unit 9:
Unit 9: Earth Natural Resources
1.
2.
3.
4.
5.
6.
7.
8.
9.
Assessments

Resources

Unit 10:
Unit 10:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Assessments

Resources

Amanda Grecula Earth Space CMap.docx.pdf

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