BODY OF KNOWLEDGE: E: Earth and Space Science
TOPIC XI: Earth Systems and Patterns – Climate
Next Generation Sunshine State Standard(s)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 7: Earth Systems and Patterns
SC.912.E.7.1
SC.912.E.7.3
SC.912.E.7.4
SC.912.E.7.7
SC.912.E.7.8
A.Factors that Affect Climate
1. Temperature and Precipitation
2. Latitude
3. Coriolis Effect on wind patterns
4. Heat Absorption and Release
5. Topography
B. Earth’s Spheres
1. Atmosphere
2. Hydrosphere
3. Geosphere
4. Cryosphere
5. Biosphere
C. Earth’s Energy Budget
1. External Energy Sources
D. Cycles in the Earth System
1. Water Cycle
E. Climate Zones
1. Tropical Climates
2. Middle-Latitude Climates
3. Polar Climates
4. Local Climates
· Identify the major factors used to describe climate
· Explain how latitude determines the amount of solar energy received on Earth
· Analyze the impact of the Coriolis Effect on wind and climate patterns
· Describe how the different rates at which land and water are heated affect climate
· Explain the effects of topography on climate
· Describe the effects of the earth’s major spheres on climate
· Recognize external sources of energy
· Identify the processes in which matter and energy cycle on Earth and relate each to climate
· Compare and contrast tropical climates, middle-latitude climates, and polar climates
· Explain the effects of density of vegetation, elevation and bodies of water on the microclimate of a small area
· Analyze why city climates may differ from rural climates
Core Text Book:
Chapter 14
Chapter 27
Vocabulary:
atmosphere, biosphere, carbon cycle, climate, cyrosphere, El Niño, geosphere, hydrosphere, microclimate, nitrogen cycle, phosphorus cycle, precipitation, specific heat, system, temperature, water cycle
Technology:
1. GIZMO (see page 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online
5. Internet Resources: Climate Factors; Climate Zones
Strategies: (see page 3)
o ELL:
o Enrichment:
o SPED:
Assessment:
Formal and Authentic (see page 3)
Labs:
1. Discovery Lab: Cloud Cover (TX p 359)
2. Problem-Solving Lab: Infer Climatic Conditions from Normals (TX p 360)
3. GeoLab: Microclimates (TX pp 378-379)
4. Coriolis Effect (EL p 81)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.4
Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7
Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8
Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC XI
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of climate.
TOPIC XI
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.3
SC.912.E.7.4
Seasons Around the World
SC.912.E.7.3
SC.912.E.7.4
Seasons in 3D
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional
11-02-09 to 11-09-09
Block
11-02-09 to 11-09-09
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.4 Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
Sunday, November 15, 2009
Sunday, November 1, 2009
Pacing 11/02-07/09
BODY OF KNOWLEDGE: EARTH AND SPACE SCIENCE
TOPIC X: Earth Systems and Patterns – Weather
Next Generation Sunshine State Standard(s)
(Field Tested 2011)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 7: Earth Systems and Patterns
SC.912.E.7.1
SC.912.E.7.3
SC.912.E.7.5
SC.912.E.7.6
SC.912.E.7.7
SC.912.E.7.8
SC.912.E.7.9
A. Air masses
1. Movement of Air
2. Formation of Air Masses
3. Movement of Air Masses
B. Weather Fronts
1. Types of Fronts
2. Associated Weather
C. Storms and Severe Weather
1. Lightning
2. Thunderstorms
3. Cyclones and Anti-Cyclones
4. Hurricanes
5. Tornadoes
D. Collecting weather data
E. Forecasting the Weather
1. Monitoring stations
2. Weather Maps
· Describe how air masses form
· Differentiate between the types of fronts
· Relate the interaction between different fronts with the formation of weather
· Describe the formation of high and low pressure systems and their circulation
· Analyze the role of the Second Law of Thermodynamics in the development of weather systems
· Differentiate between weather and climate
· Apply the concepts of energy transfer to each stage of a storm cycle
· Analyze the conditions and factors that lead to various storm systems
· Compare and contrast the techniques and tools used to gather weather data
· Consider the affects of global communications on Florida, including hurricane prediction and preparation
· Interpret weather maps and station symbols
Core Text Book:
Chapter 24; Chapter 2 (brief introduction)
Vocabulary:
air mass, climate, Coriolis effect, downburst, eye, eyewall, front, frontal thunderstorm, jet stream, modification, sea-breeze, thunderstorm, Second Law of Thermodynamics, storm surge, supercell, thunderstorm, tornado, tropical cyclone, weather
Technology:
1. GIZMO (see p 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online: Weather; Thunderstorms
5. Internet Resources: Extreme Weather; Wonders of Weather; Climate Animations; Weather Worldbook; Real-Time Weather
6. StormZone
Strategies: (see p 3)
o ELL:
o Enrichment
o SPED
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Discovery Lab: Cold Air Mass (TX p 299)
2. Problem-Solving Lab: Heat Wave (TX p 350)
3. Tracking a Hurricane (TX pp 352-353)
4. Mapping a GeoLab: Interpreting a Weather Map (TX pp 322-323)
5. Temperature Inversion (LM p 81)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.5
Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.6
Relate the formation of severe weather to the various physical factors.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7
Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8
Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9
Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC X
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of the weather.
TOPIC X
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.6
Hurricane Motion
SC.912.E.7.5
Weather Maps
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-20-09 to 10-29-09
Block:
10-20-09 to 10-29-09
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.6 Relate the formation of severe weather to the various physical factors.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9 Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC X: Earth Systems and Patterns – Weather
Next Generation Sunshine State Standard(s)
(Field Tested 2011)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 7: Earth Systems and Patterns
SC.912.E.7.1
SC.912.E.7.3
SC.912.E.7.5
SC.912.E.7.6
SC.912.E.7.7
SC.912.E.7.8
SC.912.E.7.9
A. Air masses
1. Movement of Air
2. Formation of Air Masses
3. Movement of Air Masses
B. Weather Fronts
1. Types of Fronts
2. Associated Weather
C. Storms and Severe Weather
1. Lightning
2. Thunderstorms
3. Cyclones and Anti-Cyclones
4. Hurricanes
5. Tornadoes
D. Collecting weather data
E. Forecasting the Weather
1. Monitoring stations
2. Weather Maps
· Describe how air masses form
· Differentiate between the types of fronts
· Relate the interaction between different fronts with the formation of weather
· Describe the formation of high and low pressure systems and their circulation
· Analyze the role of the Second Law of Thermodynamics in the development of weather systems
· Differentiate between weather and climate
· Apply the concepts of energy transfer to each stage of a storm cycle
· Analyze the conditions and factors that lead to various storm systems
· Compare and contrast the techniques and tools used to gather weather data
· Consider the affects of global communications on Florida, including hurricane prediction and preparation
· Interpret weather maps and station symbols
Core Text Book:
Chapter 24; Chapter 2 (brief introduction)
Vocabulary:
air mass, climate, Coriolis effect, downburst, eye, eyewall, front, frontal thunderstorm, jet stream, modification, sea-breeze, thunderstorm, Second Law of Thermodynamics, storm surge, supercell, thunderstorm, tornado, tropical cyclone, weather
Technology:
1. GIZMO (see p 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online: Weather; Thunderstorms
5. Internet Resources: Extreme Weather; Wonders of Weather; Climate Animations; Weather Worldbook; Real-Time Weather
6. StormZone
Strategies: (see p 3)
o ELL:
o Enrichment
o SPED
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Discovery Lab: Cold Air Mass (TX p 299)
2. Problem-Solving Lab: Heat Wave (TX p 350)
3. Tracking a Hurricane (TX pp 352-353)
4. Mapping a GeoLab: Interpreting a Weather Map (TX pp 322-323)
5. Temperature Inversion (LM p 81)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.5
Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.6
Relate the formation of severe weather to the various physical factors.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7
Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8
Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9
Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC X
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of the weather.
TOPIC X
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.6
Hurricane Motion
SC.912.E.7.5
Weather Maps
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-20-09 to 10-29-09
Block:
10-20-09 to 10-29-09
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.6 Relate the formation of severe weather to the various physical factors.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9 Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
Cognitive Complexity/Depth of Knowledge Rating: High
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