Earth Science
Course Description
Earth Science is a course that explores the
origins and the connections between the physical, chemical, and biological processes
of the Earth System. The student will investigate
- Earth System
- Energy in the Earth System
- Cycles in the Earth System
- Geologic History
It is the expectation that students will experience
the content of Earth Science through inquiry learning. Hands-on laboratory investigations,
individual studies, and group activities should be a major portion of the learning
experience. Students focus on topics associated with matter, energy, crystal
dynamics, cycles, geochemical processes, and the expanded time scales necessary
to understand events in the earth system. Earth Science will provide the knowledge,
prerequisite skills, and habits of mind needed for problem solving and ethical
decision making about matters of scientific and technological concern, as well
as, provide a basic foundation for advanced studies in biology, chemistry, physics,
and personal career choices.
Standard Number: 1.0 Earth System
Standard: The student will investigate
the origin, composition, and structure of the universe.
Learning Expectations:
The student will
- 1.1 explore the theories of the origin
of the universe and its vastness.
- 1.2 examine the components of the solar
system.
- 1.3 examine the sun, earth, moon relationships
and their gravitational effects.
- 1.4 investigate the exploration of space.
Performance Indicators:
At Level 1, the student is able to
- identify the components of the universe: galaxies, solar
systems, stars, planets, meteors, comets, and asteroids.
- understand the seasons and the phases of the moon.
- draw the position of the sun, earth, and moon during eclipses
and lunar phases.
- predict tidal conditions based on the position of the earth
and moon.
- investigate the history of space exploration.
At Level 2, the student is able to
- discuss the theories of the origin of the universe: Big Bang
and Oscillating/Pulsating.
- construct a model of our solar system with emphasis on ratio
and proportions of both distance and size of planets.
- explain the evolution of a star through all stages of its
potential development.
- classify galaxies according to their shapes.
- explore the role of astronomical events in Earth history
(e. g., asteroid/meteor impacts, solar flares, and comets).
- investigate the relationship between the length of the day
and the inclination and relative position of the sun to the earth (seasons).
- interpret a tide chart using an almanac or the Internet.
- describe the relationship between mass and gravity.
- construct a historical timeline of man's changing perceptions
and knowledge regarding astronomy.
- explore recent developments in space exploration.
- explore the benefits of space technology in our everyday
lives.
At Level 3, the student is able to
- compare and contrast earth to other planets in our solar
system.
- research Tennessee's contribution to earth and space science.
- research a career related to Earth systems such as: astronomer,
astronaut, planetary geologist, aerospace engineer, and astrophysicist.
Sample Task:
Reasons for the Seasons--Prepare an orange by
sticking 2 toothpicks into its opposite sides to represent the earth's axis.
Draw the equator on the orange and place the orange on a plastic cup with axis
offset from the perpendicular by 20˚ to 30˚. Place a flashlight horizontally
on a same sized plastic cup and tape it down to prevent its rolling off. Turn
on the flashlight and place the model of the earth 30 to 40 inches from the
flashlight. With the North Pole pointing away from the light notice that the
Southern Hemisphere receives light that is almost perpendicular, while the Northern
Hemisphere receives light that is slanted. This shows winter in the Northern
Hemisphere where there is less solar energy per square meter or yard. It is
summer in the Southern Hemisphere. Rotate the cup with the orange 180˚
to view summer in the Northern Hemisphere and winter in the Southern Hemisphere.
Integration/Linkages:
biology, chemistry, physical science, astronomy,
physics, math, history, economics, English, art, communication, ecology, environmental
science, careers, technology, technological advancements, journalism, technical
writing, applications to life
Standard Number: 2.0 Energy in
the Earth System
Standard: The student will explore
issues associated with energy use in the Earth system.
Learning Expectations:
The student will
- 2.1 investigate energy sources.
- 2.2 explore energy transfer pathways.
- 2.3 evaluate alternative energy sources.
Performance Indicators:
At Level 1, the student is able to
- differentiate among the forms of energy (light, heart, mechanical,
and chemical).
- illustrate the three types of energy transfer (radiation,
conduction, and convection) and give examples.
- describe energy resources (e.g., fossil fuels, solar, geothermal,
nuclear, wind, and hydroelectric).
- distinguish between renewable and nonrenewable resources
and their conservation.
At Level 2, the student is able to
- investigate the sun as the major source of the Earth’s
energy.
- explore the three primary sources of internal energy: gravitational
energy from the earth's original formation, friction, and radioactive decay.
- reflect upon a teacher demonstration of energy conservation
(e.s., driving a nail into a board or mixing vinegar and baking soda).
- diagram and evaluate pathways of energy transfer to demonstrate
the law of conservation of energy.
- relate the transfer of energy through the geologic cycles:
mantle convection, wind, and ocean currents.
- describe the impact of energy transfer on human activity
(hurricanes, crops growing--photosynthesis, volcanic eruptions, tsunamis).
- compare and contrast alternative energy sources and their
environmental impact.
At Level 3, the student is able to
- research careers that relate to energy in the earth system
such as nuclear engineer, chemical engineer, environmental engineer, geochemical
scientist, materials engineer, geologists, meteorologist, and hydrologist.
- debate issues related to energy sources, resources, and local
impact.
Sample Task:
A simulation of crustal plate movement due to
mantle convection - Place a glass baking pan half filled with water on an electric
hot plate. Turn on the heater. Using canned biscuit dough, tear nickel-sized
pieces and place on water in the center of the pan. Have student observe and
record biscuit (plate) movements due to the convection currents in the water
(mantle). Ask students to write a brief description of how their observations
of this activity relate to the movement of the crustal plates.
Integration/Linkages:
biology, chemistry, physical science, math,
English, art, communication, ecology, environmental science, careers, technology,
technological advancements, applications to life
Standard Number: 3.0 Cycles in
the Earth System
Standard: The student will investigate
the principal features of the cycles in the Earth system.
Learning Expectations:
The student will
- 3.1 explain the components of the tectonic
cycle.
- 3.2 investigate the rock cycle.
- 3.3 analyze the hydrologic cycle.
- 3.4 interpret and assimilate data related
to the atmospheric cycle.
- 3.5 differentiate between the geo-chemical
(Earth system) cycles.
- 3.6 evaluate the role of living organisms
within the Earth system cycles.
- 3.7 investigate maps.
Performance Indicators:
At Level 1, the student is able to
- explore continental drift/plate tectonics theory using models.
- distinguish between minerals and rocks.
- distinguish among sedimentary, igneous, and metamorphic rocks.
- diagram the rock cycle including the processes.
- label the parts of the hydrologic cycle, given a diagram.
- collect and interpret basic weather data from meteorological
instruments (thermometer, rain gauge, dry/wet thermometer, and barometer).
- demonstrate physical and chemical weathering.
- recognize the basic geochemical cycles: oxygen/carbon dioxide
cycle, nitrogen cycle, and carbon cycle.
At Level 2, the student is able to
- distinguish between diverging and converging plate boundaries
using a labeled diagram of mantle convection currents.
- explain and map the relationship between plate tectonics
to mountain building, volcanoes, and earthquakes.
- identify mineral samples using simple property tests (hardness,
luster, streak, cleavage/fracture and perhaps specific gravity, acid, shape,
and taste).
- identify rock samples as sedimentary, igneous, or metamorphic.
- identify uses of rocks and minerals.
- describe the role of water (i.e. weathering, groundwater,
river systems, glaciers, and oceans) in the evolution of landform processes.
- analyze weather data and make simple predictions using weather
maps.
- understand the interrelationships among the geochemical cycles:
a fixed amount of each stable element cycles through the earth systems, (the
law of conservation of mass).
- recognize the interrelationships of geologic processes and
human activity (e.g., floods, earthquakes, volcanoes, acid rain, and global
warming) .
- write an essay on how geology affects your everyday life.
- read and interpret topographic maps.
At Level 3, the student is able to
- construct the geological cycle for a physiographic region
or geologic time period in Tennessee.
- investigate careers that relate to geology, such as mineralogist,
geologist, meteorologist, volcanologist, gemologist, seismologist, paleontologist,
and others.
Sample Task:
Sandstone—Fill half of a small paper cup
with sand. Make a mixture of half water and half-white glue. Add mixture to
sand, stir, and pour off excess liquid. Mudstone--spread some wet mud in an
aluminum pan. Leave undisturbed until the water evaporates. Rock Salt--dissolve
salt in warm water until no more will dissolve. Pour the salt water into an
aluminum pan and leave undisturbed until the water evaporates. Sandstone--Make
a mixture of half water and half-white glue. Half fill a small paper cap with
sand, add glue-water mixture, and sit. Pour off excess liquid. Leave undisturbed
until the water evaporates. Conglomerate--follow instructions for sandstone,
substituting a mixture of sand, gravel, and clay for the sand. Have students
describe, sketch, and label each of the models above and compare their models
to its sedimentary counterpart.
Integration/Linkages:
biology, chemistry, physical science, math,
English, art, communications, ecology, environmental science, careers, applications
to our daily lives, concept mapping, volcanology, research skills, problem solving
skills, critical thinking skills, bioclimatology
Standard Number: 4.0 Geologic
History
Standard: The student will explore
the geologic history of the Earth.
Learning Expectations:
The student will
- 4.1 interpret and evaluate the nature of
geologic time.
- 4.2 investigate the evolution of Earth.
- 4.3 interpret and evaluate the evidence
for biological evolution in the fossil record.
- 4.4 demonstrate the effect of the environment
on the formation and extinction of species.
Performance Indicators:
At Level 1, the student is able to
- explain the law of uniformitarianism.
- recognize that fossils are found in sedimentary rock.
- construct mock fossils.
- compare and contrast fossils to modern organisms.
- recognize the difference between absolute and relative time
(i.e. using a family tree.)
At Level 2, the student is able to
- recognize that fossils contained in sedimentary rock provide
clues to life forms, changes in those life forms, and environmental changes.
- examine the fossil record to determine the adaptations of
organisms.
- cite and explain the evidence for plate tectonics (fossil
record, mountain ranges, rock strata, paleomagnetism, paleoclimates, and configuration
of the continents.)
- compare and contrast the mechanisms for determining the advance
of geologic history: relative and absolute dating.
- construct and interpret a geologic timetable for the evolution
of Earth and the history of life.
- differentiate the relative age of various fossils in sedimentary
rock, given a diagram of rock strata.
- interpret the sequence of rock strata using superposition,
cross cutting relationships, inclusions, the fossil record, and absolute data
techniques.
- create a diorama that depicts the ancient environment or
habitat in which a given fossil existed.
At Level 3, the student is able to
- predict how environmental changes affect the development
of new species or extinction of an existing species, given a written scenario.
- describe what a geologic time traveler might see in the future
of Tennessee.
Sample Task:
Simulating amber—Using aluminum foil, make
a small palm size cup shaped container. Pour some mucilage into the bowl and
place a dead insect into the mixture. Make sure the insect is nearly covered
with the mucilage. Let the material dry for two or three days. Add more mucilage
on top of the insect to make sure it is completely covered. Allow the material
to dry for several more days. Peel away the foil from the "amber" and view your
creation. Mucilage can be made using 1 cup each of water and sugar in a pan.
Bring to a rolling boil and continue to heat 10 more minutes. Add honey for
yellow color and stir.
Integration/Linkages:
biology, chemistry, physical science, math,
English, art, communication, ecology, environmental science, careers, technology,
technological advancements, applications to our daily lives, history, cartography,
paleontology, archeology, problem-solving skills, critical thinking skills,
research, writing, scale and model, and careers as anthropologists, paleontologists,
archeologists, and museum curator
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