DETROIT PUBLIC SCHOOLS Curriculum Instructional Sequence and

Pacing Chart

EARTH SCIENCE Grade 11 - Science

2007 Summer Revision

DETROIT PUBLIC SCHOOLS Grade 11 Science – Earth Science

Juanita Clay Chambers, Ed.D., Associate Superintendent Curriculum and Instruction

Mozell P. Lang, Director Office of Science Education

Nadine Tibbs-Stallworth, Supervisor Office of Science Education

2007 Summer Revision Committee

Carolyn Burt Melba Wade

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science

Table of Contents Page 4 5

• Year At A Glance • Earth Science Instructional Materials • Michigan High School Content Expectations – Standards and Codes INSTRUCTIONAL SEQUENCE AND PACING Solar System and Universe Matter and Energy (Atoms & The Periodic Table; Mineral Identification) Rock Record and Fossils Matter and Energy (Law of Conservation of Energy) Changes in Matter and Energy Plate Tectonics Glaciation and the Great Lakes Atmosphere and Weather Hydrosphere Watersheds Oceans and Climate Conservation of Resources Human Impact on Ecosystems

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science 2007 – 2008 Academic Year At A Glance This is at best a skeletal timeline. Per individual building, days may shift to accommodate periodic assessments of student understanding, performance indicator assessment ACT/MME, TerraNova, ACT Explore/Plan assessment, scheduled staff professional development and half day, any emergency days and further academic school year calendar days. This flow chart is intended to provide, administrators, teachers, parents, and students, an 'at a glance' view of course content and the teaching instructional sequence. Important Assessments: MME/ACT : March; TerraNova: April; ACT Explore/Plan: June PD = Professional Development Day (Staff) FD stf = First Day for Staff FS std = First Day for Students Lbr Day = Labor Day MLK = Martin Luther King Day MD = Memorial Day LD = Last Day (Student/Staff) HD = Half Day for Students

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Aug Lbr Day

Sept Oct Nov Dec Jan

Matter & Energy

Apr

Matter & Energy

PD-Nov 6

Plate Tectonics

Christmas Break

Changes in Matter & Energy

Atmosphere & Weather PD - Jan 18

Conservation of Resources

MLK

Conservation of Resources Human Impact on Ecosystems

Human Impact on Ecosystems LDS

LDT

PD

RD

PD

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31

Plate Tectonics

Thanksgiving

Christmas Break Atmosphere & Weather

Hydrosphere

Watersheds

Nov Dec Jan

Mar Human Impact on Ecosystems

MD

Oct

Feb

Good Friday/Spring Break Human Impact on Ecosystems

Aug Sept

Matter & Energy

Winter Break

Oceans & Climate

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Rock Record & Fossils

Glaciation & The Great Lakes

Test dates - March 11-12

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Matter & Energy

Changes in Matter & Energy

Hydrosphere

Human Impact on Ecosystems

Finals

Rock Record & Fossils

Atmosphere & Weather

Oceans & Climate Conservation of Resources PD - Apr 1-2

Solar System & Universe

Plate Tectonics

Hydrosphere

May June

Solar System & Universe

Matter & Energy

Matter & Energy

Feb Mar

Solar System & Universe

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Finals

Apr May June

July

July

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science

Earth Science Instructional Materials Grade/Course 11 Earth Science (3120, 3130)

Instructional Material

Publisher/Copyright

Heath Earth Science, Teacher Edition Heath Earth Science, Student Edition Heath Earth Science Resources • Laboratory Investigations, Teacher Edition • Laboratory Investigations, Student Edition • Chapter Tests • Chapter Worksheets & Blackline Masters • Computer Test Bank, Teacher’s Guide • Computer Test Bank, Windows and Macintosh • Overhead Transparencies Sampler

Heath & Co., Lexington, MA, ©1994

How to Teach With Topographic Maps NSTA Project Earth Science: Astronomy NSTA Project Earth Science: Geology NSTA Project Earth Science: Physical Oceanography NSTA Project Earth Science: Meteorology

National Science Teachers Association (NSTA) © 2000

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Technology Heath Earth Science Videodiscs

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Michigan High School Content Expectations Standards and Codes The following High School Content Expectations (HSCE) are to be woven into the instructional delivery of every high school science teacher. They are essential fundamental skills of science that will enable students to use and connect knowledge as scientific critical thinkers successful in the 21st century.

Standard I.1 Inquiry, Reflection, and Social Implications 1.1A 1.1B

1.1C 1.1D 1.1E 1.1f 1.1g 1.1h 1.1i 1.2A 1.2B 1.2C 1.2D 1.2E 1.2f 1.2g 1.2h 1.2i 1.2j 1.2k

Generate new questions that will be investigated in the laboratory or field. Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources off measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions. Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity- length, volume, weight, time interval, temperature – with the appropriate level of precision). Identify patterns in data and relate them to theoretical models. Describe a reason for a given conclusion using evidence from an investigation. Predict what would happen if the variables, methods, or timing of an investigation were changed. Use empirical evidence to explain and critique the reasoning used to draw a scientific conclusion or explanation. Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in carts or tables. Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate. Critique whether or not specific questions can be answered through scientific investigations. Identify and critique arguments about personal or societal issues based on scientific evidence. Develop an understanding a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. Evaluate scientific explanations in a peer review process or discussion format. Evaluate the future career and occupational prospects of science fields. Critique solutions to problems, given criteria and scientific constraints. Identify scientific tradeoffs in design decisions and choose among alternative solutions. Describe the distinctions between scientific theories, laws, hypotheses, and observations. Explain the progression of ideas and explanations that leads to science theories that are part of the current scientific consensus or core knowledge. Apply science principles or scientific data to anticipate effects of technological design decisions. Analyze how science and society interact from a historical, political, economic, or social perspective. 6

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Solar System & Universe (Formation of Stars)

Semester One

District Core Outcome

Performance Indicators

Time/Pace

1. Explain how the universe stars and planets form and how they produce energy.

Create a storyboard, model, or other visual display depicting the lifecycle of an invented star and its planetary system, including origin and energy transfers within the system.

12 periods

High School Content Expectations (HSCE) E5.1A – Describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe. E5.3A – Explain how the solar system formed from a nebula of dust and gas in a spiral arm of the Milky Way Galaxy about 4.6 Ga (billion years ago), E5.1b – Describe how the Big Bang theory accounts for the formation of the universe. E5.1c – Explain how observations of the cosmic microwave background have helped determine the age of the universe. E5.1d – Differentiate between the cosmological and Doppler red shift. E5.2g – Explain how the balance between fusion and gravity controls the evolution of a star (equilibrium). E5.2D – Describe how nuclear fusion and other processes in star have led to the formation of all the other chemical elements. E5.2C – Describe how nuclear fusion produces energy in the ‘sun, E2.2C – Describe natural processes in which heat transfers in the Earth occurs by conduction, convection, and radiation.

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Solar System & Universe (Formation of Stars) Activities/Strategies 1.1 Categorize given examples of interactions according to the four fundamental forces: strong nuclear, weak nuclear, gravity, and electromagnetic. 1.2 Design a model or display of the production of energy through the process of hydrogen fusion, and identify the fundamental forces involved in beginning and maintaining the reaction. 1.3 Create a storyboard of the Big Bang that includes the formation of planets and evidence of the age of the universe. 1.4 Create a concept map of the life cycle of stars that accounts for alternate outcomes dependent on the mass and nuclear fusion reactions of progressively heavier elements in the star at each stage. 1.5 Demonstrate the processes of heat transfer through conduction, convection, and radiation. 1.6 Cite examples of types of radiation emitted by a star, and develop and implement a method of detecting at least one type from the sun (i.e. create a method of cooking using a solar cooker, or creating nature prints from UV radiation, detecting neutrinos, etc).

Semester One

Text/Instructional Materials

Sample Assessment Items (Reference)

Heath Earth Science: Chapter 21, pp. 377-391.

Interpret the data about a given star to predict the various stages of its life cycle.

Heath Earth Science: Laboratory Investigations, Chapter 21, Properties of Stars, p. 9.

Constructed Response: Validate through explanation and example, the statement that “Jupiter was almost a star.”

Project Earth Science: Astronomy, NSTA, Activity 6, Solar System Soup, p. 53. Overhead Transparencies: #35. Heath Earth Science Videodisc: Side 3, 732-753, 1832, 1833, & 44592. Websites Astronomy Picture of the Day Archive: http://antwrp.gsfc.nasa.gov/apod/archivep ix.html Pictures from the Hubble Space Telescope: http://www.stsci.edu/pubinfo/Pictures.html Origin of the Solar System: http://nineplanets/org/origin.html Virtual Sun: http://www.michielb.nl/sun/

1.7 Associate the processes of conduction, convection, and radiation with the structure of stars.

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Constructed Response: Given: The only known life in our universe is carbonbased. Carbon has an atomic mass of 12 amu. Questions: “By what process could a larger atom-like carbon have formed?” “Which two combinations of lighter elements could explain the formation of carbon?” Explain and verify your answer. Use MICLiMB V.4.h.3 rubric to score.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Solar System & Universe (Comparing the Sun to other Stars)

Semester One

District Core Outcome

Performance Indicators

Time/Pace

2. Compare our sun to other stars and star systems.

Given the temperature, colors, and Doppler shift of the spectrum of an imagined star, make a general prediction of the star’s apparent and absolute magnitude, size, mass, and the occurrence of a planetary system around that star, and its relative motion in the galaxy/universe.

5 periods

High School Content Expectations (HSCE)

E5.2A – Identify patterns in solar activities (sunspot cycle, solar flares, solar wind). E5.2B – Relate events on the Sun to phenomena such as auroras, disruption of radio and satellite communications, and power grid disturbances. E5.2f – Explain how you can infer the temperature, life span, and mass of a star from its color. Use the HR (Hertzsprung-Russell) diagram to explain the life cycles of stars. E5.2e – Explain how the Hertzsprung-Russell (H-R) diagram can be used to deduce other parameters (distance).

Make predictions of an imaginary star’s apparent and absolute magnitude, size, mass, and the occurrence of a planetary system around it. Also, describe its relative motion in the galaxy and universe. Base predictions on the temperature, colors, and Doppler shift of the imagined star.

E5.2h – Compare the evolution paths of lowmoderate, and high-mass stars using the H-R diagram.

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Solar System & Universe (Comparing the Sun to other Stars)

Semester One

Activities/Strategies

Text/Instructional Materials

Sample Assessment Items (Reference)

2.1 Compare and contrast the structures & energy transfer within stars, the sun, and terrestrial and Jovian planets.

Heath Earth Science: Chapter 22, Topics 3-13, pp. 398-410.

Classify a given group of stars based on the properties of magnitude, size, mass, temperature and color; and identify the sun’s location within the group.

2.2 Assemble and present graphs depicting the relationship between any or all of the following properties of 20 various stars: magnitude, size, mass, temperature, and color. 2.3 Compare student generated graphs to the Hertzsprung-Russel (HR) Diagram. Students determine where the sun would be located on their own graphs and the HR diagram (temperature, lifespan, mass). 2.4 Interpret the Hertzsprung-Russel diagram to identify properties of the sun. 2.5 Write a recipe for creating a sun-like star and planetary system.

Heath Earth Science: Chapter 22, Lab, pp. 408-409. Heath Earth Science: Laboratory Investigations, Chapter 21, Properties of Stars, pp. 91-94. Websites An Overview of the Solar System: http://seds.lpl.arizona.edu/nineplanets Your Sky: http://www.fourmilab.to/yoursky/ NASA's Photo Gallery: http://antwrp.gsfc.nasa.gov/apod/archivep ix.html http://www.peripatus.gen.ne/ astronomy/HerRusDia.html

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Conclude the direction in which objects are traveling relative to the observer based on information about the Doppler Shift of a reference spectrum. Write a biographical story of the sun’s life, including personification of its “feelings” in comparison to stars in its “peer group.”

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Solar System & Universe (Comparing the Sun to other Stars) District Core Outcome

2. Compare our sun to other stars and star systems.

Semester One

Performance Indicators

Time/Pace

Given the temperature, colors, and Doppler shift of the spectrum of an imagined star, make a general prediction of the star’s apparent and absolute magnitude, size, mass, and the occurrence of a planetary system around that star, and its relative motion in the galaxy/universe.

5 periods

High School Content Expectation (HSCE)

E5.2A – Identify patterns in solar activities (sunspot cycle, solar flares, solar wind). E5.2B – Relate events on the Sun to phenomena such as auroras, disruption of radio and satellite communications, and power grid disturbances. E5.2f – Explain how you can infer the temperature, life span, and mass of a star from its color. Use the H-R (Hertzsprung-Russell) diagram to explain the life cycles of stars. E5.2e – Explain how the Hertzsprung-Russell (H-R) diagram can be used to deduce other parameters (distance).

Make predictions of an imaginary star’s apparent and absolute magnitude, size, mass, and the occurrence of a planetary system around it. Also, describe its relative motion in the galaxy and universe. Base predictions on the temperature, colors, and Doppler shift of the imagined star.

E5.2h – Compare the evolution paths of lowmoderate, and high-mass stars using the H-R diagram.

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Solar System & Universe (Comparing the Sun to other Stars) Activities/Strategies

2.6

2.7

2.8

2.9

2.10

Provide sample spectroscope data and compare to normal spectral analysis for given elements. Relate shifts to direction of motion. “In-Depth Investigation, Star Magnitudes”, Holt, Rhinehart, Winston, Modern Earth Science, Chapter 27, pp. 568-569. Using a reference spectrum, determine whether an object is moving toward or away from an observer. Distinguish absolute magnitude from apparent magnitude. Use data about the Doppler shift of sample stars and galaxies to conclude that the universe is expanding.

Semester One

Text/Instructional Materials

Websites Stanford Solar Center. MESTA, 98.2: http://solar-center.stanford.edu/ Virtual Sun: http://www.michielb.nl/sun/ Pictures from the Hubble Space Telescope: http://hubblesite.org/newscenter Education Constellation Quiz : http://spaceflight.nasa.gov/index.html NASA-Star Trails Society: http://www.startrails.com/ NASA-Solar System Simulator: http://space.jpl.nasa.gov. Hamilton, Calvin. “Views of the Solar System” CD-ROM. NSTA, 1996.

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Sample Assessment Items (Reference)

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Matter & Energy (Atoms and the Periodic Table)

Semester One

District Core Outcome

Performance Indicators

Time/Pace

High School Content Expectations (HSCE)

3a. Conduct investigations to determine the physical and chemical properties of substances and use those properties to determine patterns and regularities among substances.

Compare the physical and chemical properties of known elements and unknown elements to predict their location on the periodic table and types of bonds they would form.

10 periods

E2.1A – Explain why the Earth is essentially a closed system in terms of matter.

3b. Construct and analyze models of electronic configurations of atoms and bonds.

Distinguish atoms, isotopes, and ions according to behavior and structure in terms of subatomic particles and their corresponding electrical charges.

E2.2f – Explain how elements exist in different compounds and states as they move from one reservoir to another.

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Matter & Energy (Atoms and the Periodic Table) Activities/Strategies

Semester One

Text/Instructional Materials

3.1 Construct models of various compounds using the same elements.

Heath Earth Science: Chapter 3, Topic 1, p. 29. Topic 6-12, pp. 32-36.

3.2 Classify elements and add them to locations on the periodic table.

Heath Earth Science: Laboratory Investigations, Chapter 1, Observations of a Sample of Earth Material, p. 8.

3.3 Differentiate between unknown elements and place them on the periodic table using experimental data. 3.4 Use information in an element box on the periodic table to create electron-dot diagrams of an element. 3.5 Using household materials, create 3 dimensional models of an atom, isotope, and ion of a given element 3.6 Construct models of various compounds using the same element.

3.7 Given a group of substances, determine through research or perform tests to classify them as minerals or non-minerals.

3.8 Arrange minerals into groups based on chemical composition, chemical & physical properties.

3.9 Make a model of the crystal lattice of common compounds (i.e., SiO4) and relate their bond angles to each of the seven crystal types.

Heath Earth Science Videodisc: Side 2: 3203, 3211, 3226, 3239, 3252, 3276, 3298-3303, & 3339-3345. Heath Earth Science: Chapter 3, Topic 13 15, p. 38 - 41. Heath Earth Science Overhead Transparencies: 17 and 18. Heath Earth Science Laboratory Investigations, Chapter3, Crystals & Crystal Systems, p.13. Websites Elements, Atoms, and the Periodic Table: http://www.biologylessons.sdsu.edu/classes/la b2/map.html Periodic Table: http://www.Colorado.EDU/physics/2000/applet s/a2.html Periodic Table of Elements: http://pearl1.lanl.gov/periodic/default.htm Structure of the Atom: http://www.nyu.edu/pages/mathmol/textbook/ middle_home.html

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Sample Assessment Items (Reference) •

Given an element and a periodic table, students will predict the properties they would expect the element to have and explain why. Possible properties include the following: reactivity, state, metal, nonmetal, and conductivity. Use MICLiMB IV.1.h.2 rubric to score.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Matter & Energy (Mineral Identification)

Semester One

District Core Outcome

Performance Indicators

Time/Pace

4a. Identify and catalog earth materials using density as a characteristic.

Use the properties of density and specific gravity to distinguish 2 or more substances.

7 periods

4b. Create a Powerpoint presentation that follows a rock through various path of the rock cycle that include explanation of the process.

High School Content Expectations (HSCE) E3.p2A – Identify common rock forming minerals (quartz, feldspar. Biotite, calcite, hornblende). E3.p2B – Identify common igneous (granite, basalt, andesite, obsidian, pumice), metamorphic (schist, gneiss, marble, slate quartzite), and sedimentary (sandstone, limestone, shale, conglomerate) rocks and describe the processes that change one kind of rock to another.

Given four to five rock samples, create a display that includes a rock cycle and explanation of when and how the rocks formed.

E3.1A – Discriminate between igneous, metamorphic, and sedimentary rocks and describe the processes that change one kind of rock into another. E3.1B – Explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks. E3.1d – Explain how the crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is extrusive or intrusive. E3.1e – Explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition. E3.1e – Explain how the texture (foliated, nonfoliated) of metamorphic rock can indicate whether it has experienced regional or contact metamorphism

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Matter & Energy (Mineral Identification)

Semester One

Activities/Strategies

Text/Instructional Materials

4.1 Propose and conduct tests to distinguish various minerals using properties of hardness, luster, color, streak, conductivity, density and specific gravity.

Heath Earth Science: Chapter4, Topics 25, pp. 47-51. Heath Earth Science: Chapter 5, pp. 68 – 78 and pp. 80 – 87. Heath Earth Science Laboratory Investigations, pp. 58-59. Heath Earth Science Videodisc: Side 2, 3346-3372, 3380-3402, & 3255-3338. Heath Earth Science Chapter Test Manual: Chapter 4 Test, pp. 10-12.

4.2 Determine the relationship between the properties of density and specific gravity. 4.3 Measure and compare the density and specific gravity of various minerals and evaluate their effectiveness in identifying the mineral.

Websites

Safety recommendations: http://www.flinnsci.com/ “Carlsbad Caverns National Park's Teacher Guide”: http://www.nps.gov/cave/teacherguide/act 4.5 Compare and contrast the processes .key.htm involved in the formulation of one type of “ISM Geology Online Lesson”: rock into another. http://sciencespot.net/trimpe/MightyMiner als_LP.doc 4.6 Classify samples of rocks on the basis of “ISTAT Earth Science - Lessons and their texture. Activities”: http://www.seismo.berkeley.edu/IU/activiti 4.7 Identify and classify diagrams of minerals es.html and rocks based on how they form. 4.4 Construct a diagram that follows a rock through various paths of development indicating the effect of the environment.

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Sample Assessment Items (Reference)

After conducting tests and collecting data on the properties of various minerals, identify the minerals using a dichotomous key. Generate a system of cataloguing minerals based on their properties including density. Correctly identify given minerals based on their characteristic properties including density and specific gravity.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Rock Record & Fossils

Semester One

District Core Outcome

Performance Indicators

Time/Pace

5. Examine fossil records to construct geological timetables. (Use the Great Lakes region as a model.)

Given samples from Michigan’s rock record, and information about their origin, and using a USGS map of Michigan, correctly identify the fossil organisms and sequence the relative ages of the samples.

10 periods

High School Content Expectations (HSCE) 5.3B – Describe the process of radioactive decay’ and explain how radioactive elements are used to date the rocks that contain them. E5.3C – Relate major event in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen (K-Y) and Permian extinctions, and Pleistocene ice age. E5.3D – Describe how index fossils can be used to determine time sequence. E5.3e – Determine the approximate age of a sample, when given the half-life of a radioactive substance (in graph or tabular form_ along with the ratio of daughter to parent substances present in the sample. E5.3f – Explain why C-14 can be used to date a 40,000 year old tree but U-Pb cannot. E5.3g – Identify a sequence of geological events using relative age dating principles.

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Rock Record & Fossils Activities/Strategies

5.1 Construct a geologic time line identifying major eras and epochs using a scale, and give examples of dominant organisms for each geologic era. 5.2 Compare and contrast explanations for the increasing diversity and complexity or organisms (i.e. natural selection vs. Native American creation myths, or those of other cultures).

5.3 Design and conduct an experiment using bacteria samples to demonstrate survival by natural selection. 5.4 Design a method and various types of fossilization (i.e. preservation in amber, mold and cast, mummification, petrification, etc.)

5.5 Identify samples of fossils commonly found in Michigan (i.e. brachiopods, cephalopods, crinoids stems, horn coral, Petoskey “stone” coral, etc.

Semester One Text/Instructional Materials

Heath Earth Science, Chapter 5, Topics 9 and 13-14, pp. 69 and 71. Chapter 32-34, pp. 596-639. Chapter 32 Map Activity, p. 610. Chapter 33, Lab, Analysis of Brachiopod Fossils, pp. 624-625. Chapter 34, Lab, How Big was That Dinosaur? pp. 640-641 Heath Earth Science: Laboratory Investigations: Chapter 32, Making a Geologic Timeline, pp.136-137. Chapter 33, Rock Correlation, pp. 138-141. Chapter 34, Using Fossils, pp. 142-144. Heath Earth Science Videodisc: Side 2, 3710-3726. Side 1, 3863-3867. Heath Earth Science Overhead Transparencies: 49.

5.6 Compare and contrast various methods of determining the age of minerals and rocks.

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Sample Assessment Items (Reference)

Given samples from Michigan’s rock record, correctly identify the organisms and sequence the relative ages of the samples. Critique, compare, and contrast various explanations for the diversity and complexity of organisms on earth. Students, identify a fossil from a local area.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Rock Record & Fossils District Core Outcome

5. Examine fossil records to construct geological timetables. (Use the Great Lakes region as a model.)

Semester One Performance Indicators

Time/Pace

Given samples from Michigan’s rock record, and information about their origin, and using a USGS map of Michigan, correctly identify the fossil organisms and sequence the relative ages of the samples.

10 periods

Michigan Science Curriculum Framework Benchmarks 5.3B – Describe the process of radioactive decay’ and explain how radioactive elements are used to date the rocks that contain them. E5.3C – Relate major event in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen (K-Y) and Permian extinctions, and Pleistocene ice age. E5.3D – Describe how index fossils can be used to determine time sequence. E5.3e – Determine the approximate age of a sample, when given the half-life of a radioactive substance (in graph or tabular form_ along with the ratio of daughter to parent substances present in the sample. E5.3f – Explain why C-14 can be used to date a 40,000 year old tree but U-Pb cannot. E5.3g – Identify a sequence of geological events using relative age dating principles.

19

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Rock Record & Fossils

Semester One

Activities/Strategies

Text/Instructional Materials

5.7 Use a USGS geologic survey map of Michigan to interpret the best locations to locate fossils of particular types from various geologic eras. (i.e. Where might one look for a Devonian brachiopod?).

Websites Basic Evolution: http://www.indiana.edu~eris:web/evol.fs.h tml Scopes Monkey Trial: http://www.thirteen.org/wnetschool/origles sons/evolution Fossils from the Biblical Flood, Problems with Evolutionary Explanations of the Fossil Record: http://www.nwcreation.net/fossils.html Teaching Documents about Palaeontology and Palaeoecology, The Univ. of Mich., Go to: Emergence of Complex Life; The Fossil Record: http://www.uniwuerzburg.de/mineralogie/palbot/teach/pa laeoteach.html The Michigan State Stone - the "Petoskey Stone": http://www.michigan.gov/ Search Petosky Stone

5.8 Given a set of stratigraphic sections, evaluate the increasing complexity of organisms to determine the order of the sections and relative ages of fossils based on the Law of Superposition.

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Sample Assessment Items (Reference)

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Matter & Energy (Law of Conservation of Energy)

Semester One

District Core Outcome

Performance Indicators

Time/Pace

High School Content Expectations (HSCE)

6. Confirm methods of energy conservation and relate to alternative energy sources.

Evaluate and recommend a proposed project that uses alternative energy sources to provide power to an imaginary colony on another planet.

10 periods

E2.2B – Identify differences in the origin and use the renewable (e.g., solar, wind, water, biomass) and nonrenewable (e.g., fossil, fuels, nuclear (U-235) sources of energy. E2.4A – Describe renewable and nonrenewable sources of energy for human consumption (electricity, fuels), compare their effects on the environment, and include overall costs and benefits.

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Matter & Energy (Laws of Conservation of Energy) Activities/Strategies

6.1 Verify the Law of Conservation of Energy. 6.2 Construct a flow chart depicting energy transfers from a coal burning power plant to an electric heating system in a home. 6.3 Research, compare and contrast the amount of solid wastes produced by various energy sources. 6.4 Justify the need for using ‘green’ energy sources. 6.5 Propose, including diagrams, a method of providing energy for a home using only alternative energy sources (i.e. geothermal, solar, wind, water via waves or rivers, etc.). 6.6 Debate the advantages and disadvantages of energy sources for human consumption.

Semester One

Text/Instructional Materials

Sample Assessment Items (Reference)

Heath Earth Science: Chapter 6, Topics 11 - 16, pp. 93 - 97 and Topic 25, p. 102. Heath Earth Science Videodisc: Side 2: 2802-2806, 2793 – 2802, and 2817.

Given the mass data of reactants, students will predict the total mass of the products and explain the prediction by using the concept of conservation of mass.

“Exploration of Physical Science”: Newton’s 1st Law, Conservation of Energy: Changes in Energy: http://www.physicscurriculum.com/explora tion_of_physical_science.htm “Lesson 2”: Animated energy transformations and tutorials on energy, and "The Law of Conservation of Energy": http://www.thesolutionsite.com/lpnew/less on/5106/lesson2.html “Puerto Penasco--A Visit to CEDO”: The “Earthship” visitor center was created as a solution for affordable housing: http://www.penasco.com/cedo.html http://www.laruta.org/trips&travel2.htm

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Constructed Response: Based on the Law of Conservation of Mass and Energy. Students will choose and support a position that suggests the benefits of continued use of fossil fuels, or the use of alternative energy source. Explain why alternative energy sources would be more beneficial than continued use of fossil fuels on earth.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Changes in Matter and Energy (Earth’s Internal Energy Sources)

Semester One

District Core Outcome

Performance Indicators

Time/Pace

High School Content Expectations (HSCE)

7. Identify, describe, and analyze internal and external sources of energy in earth systems.

Create and present flow charts showing the transfer of energy in earth systems (i.e. lake turnover, wind, solar heating, heating/cooling buildings, tanning booths).

10 periods

E2.2A – Describe the Earth’s principal sources of internal and external energy (e.g., radioactive decay, gravity, solar energy). E2.2e – Explain how energy changes form through Earth system. E3.3B – Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that result from their increased density.

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Changes in Matter and Energy (Earth’s Internal Energy Sources) Activities/Strategies

7.1 Demonstrate and evaluate use of geothermal energy, radioactive decay and solar energy. 7.2 Construct a model that demonstrates the process of convection in the mantle. 7.3 Research and compare the transfer of energy in various earth systems (i.e. compare heat transfer within earth’s internal structures to energy transfer in a house).

Semester One

Text/Instructional Materials

Heath Earth Science, Chapter 1, Topics 7, p. 8; Ch. 6, Topics 11-21, pp. 93- 100; Ch.13, Topics 1-3, pp. 233-235. Heath Earth Science: Chapter 13, Lab, Convection Currents, pp. 248. Websites http://mtn.merit.edu/mcf/SCI.IV.2.HS.4.html Construct-a-Greenhouse. NSTA Press, 2000: http://www.nsta.org/ http://mtn.merit.edu/mcf/SCI.II.1.HS.1.html http://mtn.merit.edu/mcf/SCI.II.1.HS.3.html “Geothermal Energy Program”: http://www.eere.energy.gov/geothermal “Geothermal Education Office - Power From the Earth's Heat” How is electricity generated using geothermal energy? http://geothermal.marin.org/pwrheat.html “ISTAT Earth Science: Plate Tectonics Theory; Driving Forces”: Convection Currents Lab: http://www.seismo.berkeley.edu/seismo/ista t/9th/plate_force.html

24

Sample Assessment Items (Reference)

Constructed Response: Describe the conditions and structure of the earth if there is no internal energy source. Explain the three methods of heat transfer and describe an example of each method from daily life. Diagram and explain the interactions of the 3 methods of heat transfer of energy within the earth; based on the most recent hypothesis that the earth’s inner core has a very small radioactive center. Use a rubric to score.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Changes in Matter and Energy (Plate Tectonics) District Core Outcome

8. Perform experiments and interpret quantitatively, physical changes of the lithosphere.

Semester One

Performance Indicators

Time/Pace

High School Content Expectations (HSCE)

Generate a relief map or model of a given geographical region 100 million years in the future; based on experimentation measuring rates of erosion, mass wasting, mountain building, and current research of rates and directions of plate movement.

10 Periods

E3.2A – Describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated. E3.2C – Describe the differences between oceanic and continental crust (including density, age, composition). E3.2d – Explain the uncertainties associated with models of the interior of the Earth and how these models are validated. E3,3A – Explain how plate tectonics accounts for the features and processes (sea floor spreading, midocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth’s surface. E3.3C – Describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating rate, time, and distance.

25

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Changes in Matter and Energy (Plate Tectonics) Activities/Strategies 8.1 Construct models of convergent, divergent, and transform fault boundaries. 8.2 Design modeling clay, sandwiches, or comparable substitute to demonstrate crustal deformation including: anticlines, synclines, etc. and identify associated features. 8.3 Design a PowerPoint/Inspiration presentation or inspiration demonstrating the effects of compression, tension, and shearing on the earth’s crust and associated geomorphic features. 8.4 Cite examples of locales that exemplify various geologic features associated with deformation of the lithosphere (i.e. the southwestern U.S. exemplifies the horstgraben (basin and range) mountain systems, the Appalachian range is an example of an anticline/syncline region, the San Andreas is a transform-fault boundary).

8.5 Investigate rates of erosion, mass wasting, mountain building, plate movements, etc. and compare them in relationship to a human time scale (experimentally).

Semester One

Text/Instructional Materials

Heath Earth Science: Chapter 13, Topics 1, pp. 232; Topic 5 p. 236. Chapter 16, Topics 1-3, pp. 291-293;Topics 5, p. 294; Topic 6 p. 296 Map Activity, pp. 302-303. Chapter 18, Topics 4-5, pp.26, & Topics 1112, pp. 332-333. Map Activity, p. 338. Text Lab Contour of the Ocean Floor, p. 339. Project Earth Science: Geology, NSTA. USGS Explanation of Plate Tectonics: (easy to digest discussion of the major types of plate boundaries with geographic examples.) http://pubs.usgs.gov/publications/text/understa nding.html CEEP (Crustal Evolution Education Project Modules). National Association of Geology Teachers, 1996: http://www.nagt.org/ Plate Tectonics: http://www.ucmp.berkeley.edu/geology/tectoni cs.html

8.6 Create a powerpoint presentation of models of the interior of the Earth.

26

Sample Assessment Items (Reference)

Student and teacher developed rubric to evaluate models. Constructed Response: Explain why the statement ‘California will fall into the ocean’ is false. Based on current directions of plate movement, predict geologic features that will develop as lithosphere plates move.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Plate Tectonics (Volcanoes and Earthquakes; Convection, Force and Motion) District Core Outcome

9. Perform experiments to demonstrate the geophysical applications of the dynamics of the earth’s interior.

Performance Indicators

Use the Internet to research the locations of major volcanic eruptions and earthquakes in the last year. Present proposed plate boundaries based on the data.

Semester One

Time/Pace

10 Periods

High School Content Expectations (HSCE) E3.2B – Explain how scientists infer that the Earth has interior layers with discernable priorities using patterns of primary (P) and secondary (S) seismic wave arrivals. E3.4A – Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries. E3.4B – Describe how the size of earthquakes and volcanoes are measured or characterized.

Use a model to demonstrate the dynamics of heat transfer in the mantle, its effect on plate movements, and the resulting geophysical structures. Interpret the forces and motion within the model and relate this internal earth system to a complex machine. In other words, examine the various cycles of motion and force that contribute to global dynamics of movement within the earth and its crust.

E3.4d – Explain how the chemical composition of magmas relates to plate tectonics and affects the geometry, structure, and explosivity of volcanoes. E3.4e – Explain how volcanoes change the atmosphere, hydrosphere, and other Earth systems. E3.4C – Describe the effects of earthquakes and volcanic eruptions on humans. E3.4f – Explain why fences are offset after an earthquake, using the elastic rebound theory.

27

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Plate Tectonics (Volcanoes and Earthquakes; Convection, Force and Motion) Activities/Strategies 9.1 Research and present evidence for the Theory of Plate Tectonics. 9.1 Use food coloring in hot and cold water to observe the differences in convection. 9.2 Use paraffin wax in a 3 in. clear Pyrex dish to simulate the earth’s mantle. Use Bunsen burners at each end to simulate upwelling at a rift zone, and observe movement and effects on upper crust. Record observations and compare to known effects at various plate boundaries. 9.3 Analyze data from 3 seismic stations to triangulate the location of the epicenter of an earthquake. 9.4 On a map of the world, use latitude and longitude to plot the locations of major earthquakes and volcanic eruptions in the last year. 9.5 Through models, relate tectonic activity along plate boundaries to mountain building, earthquakes, and volcanic activity. 9.6 Construct a model seismograph to demonstrate how physical waves can be measured. 9.7 Create a diagram that shows the effect of volcanic eruptions on a given area.

Semester One

Text/Instructional Materials

Sample Assessment Items (Reference)

Heath Earth Science: Chapter 13, Topics 1-3, pp. 233-235. Lab “Convection Currents”, pp. 248-249 Topics 8-11, pp. 240-244

Teacher and students generate a rubric to evaluate proposals of tectonic plate boundaries (i.e. be sure the Pacific Ring of Fire is included and identified).

Heath Earth Science Videodisc: Side 1, Movie 21568. Side 1, 724-726. Side 2, 740.

Given a set of data students will determine the origin of an earthquake.

Chapter 15, Topics 1-2, pp. 271. Lab, Earthquakes and Subduction Boundaries, pp. 286-287. Topics 4-10, pp. 274-279. Topics 11-13, pp. 280-282. Chapter 14, Topics 1-4, pp. 253 – 255; Topic 8 – 11, pp. 259-262. Overhead Transparencies: #24. USGS Explanation of Plate Tectonics: (easy to digest discussion of the major types of plate boundaries with geographic examples.) http://pubs.usgs.gov/publications/text/underst anding.html CEEP (Crustal Evolution Education Project Modules). National Association of Geology Teachers, 1996: http://www.nagt.org/ Plate Tectonics: http://www.ucmp.berkeley.edu/geology/tectoni cs.html

28

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Glaciation and the Great Lakes District Core Outcome

10 Use the theory of global behavior on surface features to explain the unique niches and habitats of the Great Lakes region.

Semester One Performance Indicators

Time/Pace

Create a poem, story, song, rap, PowerPoint presentation, skit, storyboard, cartoon, etc. depicting how the Great Lakes and Michigan’s geographical features were formed by glaciations.

6 periods

High School Content Expectations (HSCE) E3.p1 A – Explain the origin of Michigan landforms. Describe and identify surface features using maps and satellite images. (prerequisite) E4.p3A – Describe how glaciers have affected the Michigan landscape and how the resulting landforms impact our state economy. (prerequisite). E4.p3C – Explain the formation of the Great Lakes. (prerequisite) E4.p3B – Explain what happens to the lithosphere when an ice sheet is removed. (prerequisite)

29

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Glaciation and the Great Lakes Activities/Strategies

10.1

Demonstrate, using ice blocks with embedded sand & rock particles, the deposition of glacial material (i.e. medial, ground, terminal, & lateral moraines, and kames, eskers, drumlins).

10.2

Use a model (such as ice blocks with bits of pebbles frozen onto them representing ground moraine) to simulate the production of striations on bedrock (clay).

10.3

Use regional maps to examine the alignment of the great lakes, striations, and the finger lakes region to predict the origin of the last continental ice sheet.

10.4

Demonstrate the formation of a kettle lake.

10.5

Categorize surface features of the Great Lakes region and explain their origin.

10.6

Distinguish between the types of glaciers and describe how energy transfer is involved in their movement and transport of drift.

Semester One Text/Instructional Materials

Heath Earth Science: Chapter 11, pp. 190-209. Chapter 11, Map Activity, Glacial Rebound, pp. 206-207. Heath Earth Science : Laboratory Investigations, Chapter 11, Analysis of Glacial Till, pp. 54-56. Holt, Rhinehart, & Winston, Modern Earth Science, Chapter 15 Glaciers & Erosion, (9th grade text), pp. 276-291. Small Scale Investigation: Glacial Erosion (9th grade text), pp. 284. Websites Milankovich Cycles: http://www.homepage.mountain.edu/~geo144 5/hyperglac/time1/milankov.htm Global Glacier Retreat: http://www.nicholas.edu/departments/glacier retreat.htm Glacier: http://wsp.premhall.com/esm tarbuck earth 8/0,9073,1299911~,00.html Glacier Landform Image Database: http://tvl1.geo.uc.edu/ice/Image/imageref.html All About Glaciers: http://nsidc.org/glaciers/ Natural Processes of the Great Lakes:http://www.epa.gov/glnpo/atlos Weinle, Art, “Michigan Moraines.” A classroom-ready worksheet with map. Available from [email protected]

30

Sample Assessment Items (Reference)

Students develop multimedia presentations depicting how the Great Lakes and Michigan’s geographical features were formed by glaciation. Students develop a project rubric, with teacher facilitation. Constructed Response Explain the abundance of mosquitoes in Michigan based on the geologic and geographic impact of the most recent ice age.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science

Atmosphere and Weather (Early Earth) District Core Outcome

11 Compare and contrast the atmosphere of the early Earth to the atmosphere of Earth today.

Semester Two

Performance Indicators

Time/Pace

Produce a travelogue reporting imaginary experiences due to the climatic conditions resulting from the interactions of the atmosphere, geosphere, and hydrosphere on your journey through time beginning with early Michigan to the present.

5 periods

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High School Content Expectations (HSCE)

E2.4c – Explain ozone depletion in the stratosphere and methods to slow human activities to reduce ozone depletion.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Atmosphere and Weather (Early Earth) Activities/Strategies

11.1

Investigate the composition of the Earth’s early atmosphere.

11.2

Identify the properties of gasses in the Earth’s early atmosphere, and use them to predict ancient weather conditions (i.e. the early atmosphere had much more carbon dioxide. Examine how this would have impacted global temperatures, and therefore weather patterns).

11.3

Compare and contrast Earth’s early atmosphere with current conditions of Venus.

Semester Two Text/Instructional Materials

Heath Earth Science: Chapter 1, Topics 8-11, pp. 9-11. Chapter 26, Topics, 1-5, 7-8, 10-11,1617, pp. 477-481, 484-485, 487-488, and 491. Chapter 28, Topics 1-5, pp. 523-526. Heath Earth Science: Laboratory Investigations: Chapter 26, Absorption and Radiation of Heat Energy, pp.111-113. Chapter 31B, Carbon Dioxide & Global Warming, pp. 134-135. Heath Earth Science Overhead Transparencies: #41. Heath Earth Science Videodisc: Side4, Movie, 25261. Side 2, Movie 25860 and 724. Side 1, pp. 950-955.

32

Sample Assessment Items (Reference)

Constructed Response: As the sun ages and cools, how might earth’s climate be affected? Constructed Response: Assume that the Earth’s rotational axis is tilted so that the north pole is always facing the sun; describe the altitude of the sun, the length of the day, seasonal changes, and temperature conditions that would result.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Atmosphere and Weather (Properties)

Semester Two

District Core Outcome

Performance Indicators

Time/Pace

12 Use the gas laws to explain the movement of particles and heat transfer in the atmosphere to influence weather patterns.

Use the gas laws, information about heat transfer, and the interactions of the atmosphere, hydrosphere and geosphere to explain recent weather conditions locally and in other given locations.

11 periods

High School Content Expectations (HSCE) E4.p2A – Describe the composition and layers of the atmosphere. (prerequisite) E4.p2B – Describe the difference between weather and climate. (prerequisite) E4.p2C – Explain the difference between fog and dew formation and cloud formation. (prerequisite) E4.p2D – Describe relative humidity in terms of the moisture content of the air and the moisture capacity of the air and how these depend on the temperature. (prerequisite) E4.p2E – Describe the conditions associated with frontal boundaries (cold, warm, stationary, and occluded). (prerequisite) E4.p2F – Describe the characteristics and movement across North America of the major air masses and the jet stream. (prerequisite) E4.p2G – Interpret a weather map and describe present weather conditions and predict changes in weather over 24 hours. (prerequisite) E4.p2H – Explain the primary causes of seasons (prerequisite)

33

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Atmosphere and Weather (Properties) Activities/Strategies

12.1

Verify the direct and indirect proportional movement of particles due to changes in temperature, pressure, and volume based on the Gas Laws.

12.2

Validate, through demonstration, the existence of air pressure.

12.3

Relate changes in atmospheric pressure and temperature to variations in air masses.

12.4

Use household materials to design barometer, anemometer, and hygrometer.

Semester Two

Text/Instructional Materials

Heath Earth Science: Chapter 26-31, pp. 476-592. Heath Earth Science: Laboratory Investigations: Chapter 26, Absorption and Radiation of Heat Energy, pp. 111-113. Chapter 27B, Cloud Droplets, Light and Rainbows. pp. 116-119. Chapter 28A, Prevailing Winds, pp. 120-121. Chapter 28B, The Foucault Pendulum and the Coriolis Effect, pp. 122-124. Chapter29, Weather Patterns, pp. 125-127. Chapter 30,Hurricane Andrew, pp. 128-130. Heath Earth Science Videodisc: Side 1, 799, 801, 803, 806-843, 876-881,887895, 868-869, 902-922, 924, 950-955, 7263, 22001and 24066. Heath Earth Science Overhead Transparencies: #41.

34

Sample Assessment Items (Reference)

Using student constructed weather instruments and data of current weather conditions, generate a forecast for the following 3 days, and compare to actual weather data.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Atmosphere and Weather (Properties) District Core Outcome

12. Use the gas laws to explain the movement of articles and heat transfer in the atmosphere to Influence weather patterns.

Semester Two

Performance Indicators

Time/Pace

Use the gas laws, information about heat transfer, and the interactions of the atmosphere, hydrosphere and geosphere to explain recent weather conditions locally and in other given locations.

11 periods

High School Content Expectants (HSCE)

E4.p2 I – Identify major global wind belts (trade winds, prevailing westerlies, and polar easterlies) and that their vertical components control the global distributions of rainforests and deserts. (prerequisite) E4.3A – Describe the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought) E4.3B – Describe the damage resulting from and the social impact of thunderstorms, tornadoes, hurricanes, and floods. E4.3C – Describe severe weather and flood safety and mitigation. E4.3D – Describe the seasonal variations in severe weather. E4.3E – Describe conditions associated with frontal boundaries that result in severe weather (thunderstorms, tornadoes, and hurricanes). E4.3F – Describe how mountains, frontal wedging (including dry lines), convection and convergence form clouds and precipitation. E4.3g – Explain the process of adiabatic cooling and adiabatic temperature changes to the formation of clouds.

35

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Atmosphere and Weather (Properties) Activities/Strategies

12.5

12.6

Using observations and student created weather instruments, collect weather data including air pressure, relative humidity, temperature, etc. to predict a forecast. Identify global prevailing winds, and explain their existence based on global heat transfer and the Coriolis Affect

12.7

Interpret common symbols, isobars, isotherms, etc. on weather maps and use them to generate a forecast.

12.8

Demonstrate, using a garbage can with holes at various depth, general. principles of fluid dynamics and relate to air as a fluid.

Semester Two

Text/Instructional Materials

Websites National Severe Storms Laboratory: http://www.nssl.noaa.gov/ NASA’s Earth Observatory. MESTA 1999.5, 1999.4: http://earthobservatory.nasa.gov/ Tornado Alley: http://ww2010.atmos.uiuc.edu/(Gh)/guides /mtr/home.rxml

36

Sample Assessment Items (Reference)

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Hydrosphere (Structure and Function) District Core Outcome

Semester Two

Performance Indicators

13. Assess the distribution of Deduce the origins of water in Michigan’s Lake Huron by water in the interpreting regional hydrosphere. watersheds.

Time/Pace

Michigan Science Curriculum Framework Benchmarks

13 periods

E4.p 1A – Describe that the water cycle includes evaporation, transpiration, condensation, precipitation, infiltration, surface runoff, groundwater, and absorption (prerequisite) E4.1A – Compare and contrast surface water systems (lakes, rivers, streams, wetlands) and groundwater in regard to their relative sizes as Earth’s freshwater reservoirs and the dynamics of water movement (inputs and outputs, residence times, sustainability).

Interpret a USGS geologic/topographic map (rock types and topography) of a given region to assess the best location for a freshwater well.

E4.1B – Explain the features and processes of groundwater systems and how the sustainability of North American aquifers has changed in recent history (e.g., the past 100 years) qualitatively using the concepts of recharge, residence time, inputs, and outputs. E4.1C – Explain how water quality in both groundwater and surface systems is impacted by land use decisions.

37

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Hydrosphere (Structure and Function) Activities/Strategies

13.1

Summarize and diagram the water cycle, including: evaporation, transpiration, condensation, precipitation, runoff, groundwater.

13.2

Using a model (i.e. the plastic boxes with a mountain shape inside) add water to create and mark lines of equal elevation to demonstrate the development of a topographic map.

13.3

Use topographical maps of Michigan’s Lower Peninsula to identify major rivers, their tributaries, and drainage basins.

13.4

Compare the distribution and types of freshwater systems on earth (i.e. compare the availability of freshwater in Michigan to Arizona).

13.5

Describe how porosity and permeability of earth materials affect ground water systems and list factors that determine the formation of the water table and water table depth.

Semester Two

Text/Instructional Materials

Heath Earth Science: Chapter10 Topics 1-4 and 7, pp. 169-171 and 173. Chapter 7, pp. 109-126. Chapter 9, pp. 149-167. Chapter 7, Map Activity, Latitude & Longitude, p. 124. Chapter 7, Map Activity, Reading a Topographic Map, p. 125. Chapter 10, Map Activity, p. 186. Chapter 9, Lab, Interpreting Water Budgets, pp. 164-165. Heath Earth Science: Laboratory Investigations, Chapter 7A, Mapping a Mountain, pp. 30-31. Chapter 7B, Map Legends and Symbols”, pp. 32-33. Chapter 7C, Reading a Topographic Map, pp. 34-35. Chapter 7D, Drawing Profiles, pp. 36-37. Chapter 9A, Porosity, Permeability, and Capillarity, pp. 43-46. Project Earth Science: Meteorology, Demonstration 10, pp. 83-83. Activity 11, pp. 89-94.

38

Sample Assessment Items (Reference)

Choose the best site for a well from among proposals based on interpretations of a USGS geologic/topographic map, and justify your response.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Hydrosphere (Structure and Function) District Core Outcome

13. Assess the distribution of water in the hydrosphere.

Semester Two

Performance Indicators

Deduce the origins of water in Michigan’s Lake Huron by interpreting regional watersheds.

Time/Pace

Michigan Science Curriculum Framework Benchmarks

13 periods

E2.3A – Explain how carbon exists in different forms such as limestone (rock), carbon dioxide (gas) carbonic acid (water), and animals (life) within Earth systems and how those forms can be beneficial or harmful to humans.

Interpret a USGS geologic/topographic map (rock types and topography) of a given region to assess the best location for a freshwater well.

E2.3b – Explain why small amounts of some chemical forms may be beneficial for like but are poisonous in large quantities (e.g., dead zone in the Gulf of Mexico, Lake Nyos in Africa, fluoride in drinking water). E2.3c – Explain how the nitrogen cycle is part of the Earth system. E2.3d – Explain how carbon moves through the Earth system (including the geosphere) and how it may benefit (e.g., improved soils for agriculture) or harm (e.g., act as a pollutant) society.

39

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Hydrosphere (Structure and Function) Activities/Strategies

13.6

13.7

13.8

Relate the dipolar properties of water molecules to cohesion and adhesion in porous rock materials. Demonstrate capillary action and relate this to the layers in a groundwater system, (i.e. zone of saturation, zone of aeration, etc.) Construct a model of a freshwater spring and artesian wells and explain their function in terms of fluid dynamics.

Semester Two

Text/Instructional Materials

Websites http://mtn.merit.edu/mcf/SCI.V.2.HS.1.html Michigan Watershed Homepage: http://www.michigan.gov/ Locate Your Watershed: discover watershed boundaries and water quality indicators for all of the United States: http://cfpub1.epa.gov/surf/locate/index.cfm Surf Your Watershed: http://www.epa.gov/surf2/ Friends of the Rouge http://www.rougeriver.com/watershed/ http://www.great-lakes.net http//wow.nrri.umn.edu

40

Sample Assessment Items (Reference)

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Watersheds District Core Outcome

14. Explain how the physical features of a watershed affect the geology and geography of its region. (Use the Great Lakes region as a model.)

Semester Two Performance Indicators

Given an assigned region, construct a 3 dimensional model of the predicted geologic and geographic features based on current watershed data.

Time/Pace

Michigan Science Curriculum Framework Benchmarks

6 periods E4.p1B – Analyze the flow of water between the elements of a watershed, including surface features (lakes, steams, rivers, wetlands) and groundwater. (prerequisite) E4.p1C – Describe the river and stream types, features, and process including cycles of flooding, erosion, and deposition as they occur naturally and as they are impacted by land use decisions. (prerequisite) E4.p1D – Explain the types, process, and beneficial functions of wetlands.

41

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Watersheds

Semester Two Activities/Strategies

14.1

Interpret topographical and USGS geologic survey maps to identify geologic features and use them to predict the drainage patterns of the Michigan regional area.

14.2

Use stream tables or pvc with sediment to determine the affects of variations in gradient, and rock/soil type on flow rate, velocity, erosion and depositional features.

14.3

14.4

Use models to demonstrate the effects of wind, waves, and currents on shorelines and use it to explain the formation of pertinent features along Michigan’s shorelines (i.e. Sleeping Bear Dunes, beach erosion around Lake St. Clair, etc.). Analyze and describe the forces and transfer of energy involved in a stream system or along a shoreline.

Text/Instructional Materials

Heath Earth Science: Chapter 10, pp. 168-189. Chapter10, Map Activity, Stream Divides and River Systems, pp. 186-188. Chapter 12, pp. 210-229. Chapter 12, Lab, Beach Erosion and Deposition, pp. 226-227. Heath Earth Science: Laboratory Investigations, Chapter 10A, Particle Size and Settling Rate, pp. 49-51. Chapter 12, Effects of Blowing Winds, pp. 57-59. Michigan Watershed Homepage: http://www.deq.state.mi.us/swq/watershd/ Locate Your Watershed: discover watershed boundaries and water quality indicators for all of the United States: http://cfpub1.epa.gov/surf/locate/index.cfm

42

Sample Assessment Items (Reference)

Constructed Response: How will current drainage patterns in Michigan influence the future geological & geographic features? (i.e. Will a canyon form along the Detroit River? Explain.)

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Ocean and Climates

Semester Two

District Core Outcome

Performance Indicators

Time/Pace

Michigan Science Curriculum Framework Benchmarks

15a. Explain how heat energy that is transferred between the ocean and the atmosphere through conduction, convection and radiations impact climate.

Predict likely climate conditions along coasts based on map data gathered from NOAA data buoys pr floating instruments.

6 periods

E4.2c – Explain the dynamics (including ocean – atmosphere interactions) of the El Nino – Southern Oscillation (ENSO) and its effect on continental climates.

15b. Analyze evidence that supports a shift in the earth’s climate over time.

E4.r2g – Explain how El Nino affects economies (e.g., in South America). (recommended) E4.2f – Explain how the Coriolis effect controls oceanic circulation.

Using the internet, identify natural mechanisms that have resulted in significant changes in the earth’s climate (e.g. major volcanic eruption, tsunami, meteorites etc.)

E4.2e – Explain the differences between maritime and continental climates with regard to oceanic currents. E4.2d – Identify factors affecting seawater density and salinity and describe how density affects oceanic layering and currents. E5.4e – Based on evidence from historical climate research (e.g., fossils, varves, ice core data) and climate change models, explain how the current melting of polar ice caps can impact he climate system. E5.4B – Describe natural mechanisms that could result in significant changes in climate (e.g., major, volcanic eruptions, changes in sunlight received by the earth, meteorite impacts). E5.4f – Describe geological evidence that implies climates were significantly colder at times in the geologic records (e.g., geomorphology, striations, and fossils). E5.4D – Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer oceans (including the results if increased evaporation, shoreline and estuarine impacts, oceanic algae growth, and coral bleaching) and changing climatic zones (including the adaptive capacity of the biosphere).

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Ocean and Climate Activities/Strategies

15.1

Compare maps of ocean surface temperature data near the coast of Carolinas and California.

15.2

Investigate the social and economic impact of El Nino or societies in the Equatorial region.

15.3

Develop an action plan for people in the Pacific that might experience an El Nino.

15.4

Utilize density to explain oceanic layering.

15.5

Distinguish the different factors that impact oceanic layering such as salinity and density.

15.6

Create a concept map that illustrates how carbon can significantly impact climate.

15.7

Create a graph that analyze the empirical relationship between emission of carbon dioxide and global temperature over the past 150 years.

15.8

Work in collaborative groups to develop measures to evaluate the observable change in the climate such as increased evaporation, oceanic algae growth and climate zones

Semester Two Text/Instructional Materials

Health Earth Science, Chapter 31, Topics 1-17, pp. 574-580 Current Research, Watching for El Nino, p. 580 Map Activity, Pp. 590-591

44

Sample Assessment Items (Reference)

Student will develop a news brief that discusses major issues concerning climate and climate changes.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Conservation of Resources District Core Outcome

16.Analyze and discuss the impact of natural phenomena and human behaviors that produce atmospheric changes.

Semester Two Performance Indicators

Time/Pace

Create a news report explaining the predicted impact of an imaginary change in earth’s tilt, orientation of axis, volcanic eruptions, revolution, harvesting of rain forests, etc. on the global climate. Explain to viewers what precautions they should take to be ready for changes in climate and geology for their regional area.

10 periods

Michigan Science Curriculum Framework Benchmarks

E5.4g – Compare and contrast the heat-trapping mechanisms of the major greenhouse gases resulting from emissions (carbon dioxide, methane, nitrous oxide, fluorocarbons) as well as their abundance and heat trapping capacity. E5.x4i – Explain the causes of short-term climate changes such as catastrophic volcanic eruptions and impact of solar system objects. (recommended) E2.4c – Explain ozone depletion in the stratosphere and methods to slow human activities to reduce ozone depletion.

Present findings from a local air, soil, and water quality study and suggest short and long term solutions to local pollution issues.

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Conservation of Resources Activities/Strategies 16.1

16.2

16.3

Create a poster or visual display depicting the changes in weather and climate that have occurred since the industrial revolution. (Note: the opportunity to incorporate an interdisciplinary approach linking earth and social sciences.) Research, present findings, and evaluate the success of methods or technology used by humans in the past or present to influence or control weather (i.e. cloud seeding). Investigate how volcanic eruptions influence global weather patterns; and compare and contrast them to weather patterns caused by human induced air pollution.

16.4

Compare and contrast the model biome to global impact of the rainforest, and predict the outcome and global impact of deforestation.

16.5

Design a model that demonstrates how changes in the earth’s in the earth’s tilt or revolution would impact global weather patterns and climate.

Semester Two Text/Instructional Materials

Heath Earth Science: Chapter 31, pp. 574-593 Chapter 31 Map Activity, pp. 590, “World Climates”. Heath Earth Science: Laboratory Investigations, Chapter 31B Carbon Dioxide and Global Warming, pp.134-135. Chapter 27A, The Effects of Acid Rain, pp. 114-115. Heath Earth Science: Chapter 6, Text Lab, Measuring Particulate Air Pollution, pp.104-105. Heath Earth Science Videodisc: Side 1, pp. 894-895. Websites Does Weather Happen Randomly?: http://www.coollessons.org/Weathr20.htm Michigan Forecast Center: http://www.crh.noaa.gov/dtx/start.htm

46

Sample Assessment Items (Reference)

Students with teacher facilitation create a rubric for news report and explanations for the predicted impact of an imaginary change in earth’s tilt, orientation of axis, volcanic eruptions, revolution, harvesting of rain forests, etc. on the global climate. Constructed response: Predict the possible outcome on global climates by examining the interaction of human induced atmospheric impact with Milankovich cycles.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Human Impact on Ecosystems (Human Activity) District Core Outcome

17. Analyze and evaluate the impact of human activity on natural resource management.

Semester Two

Performance Indicators

Students evaluate opposing positions presented in a mock trial about the water rights, usage, and quality of two conflicting interested parties (i.e. industrial plant and the EPA).

Time/Pace

10 periods

Evaluate data of samples tested for air, soil, and water quality from the Metro Detroit area to judge current pollution control methods, and suggest improvements for the future.

47

Michigan Science Curriculum Framework Benchmarks

E2.4B – Explain how the impact of human activities Describe how human activities affect the quality of water in the hydrosphere.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Human Impact on Ecosystems (Human Activity) Activities/Strategies

17.1

Explain how runoff from farmlands, silt, and sewage impact nutrient levels in an aquatic environment and how it affects aquatic life.

17.2

Evaluate the techniques and effectiveness of efforts by Metro Detroit agencies to maintain water, air, and soil quality (i.e., Waste Water Management, Inc, City Environmental, Detroit Water & Sewage Department, the local chapter of the EPA, the local incinerator, etc.)

17.3

17.4

Collect and test samples of water from the Rogue River watershed, Belle Isle, the Clinton river, and/or other local areas and test for metal content, ions, and other pollutants to determine the quality of water. Design and conduct a study using CBL units, test kits, or other methods to evaluate CO, CO2, O2, pH, lead or other heavy metals contamination, radon, asbestos, etc., levels of air, soil, and water samples from the Metro Detroit area.

Semester Two

Text/Instructional Materials

Heath Earth Science: Chapter 6, Topics 3, 5, 7, pp. 86-89 and Topics 22-25, pp. 101-103 Text lab., Measuring Particulate Air Pollution, pp. 104-105. Chapter 9, Topics 12-13 and 15-16, pp. 157-161. Heath Earth Science: Laboratory Investigations, Chapter 9B, Cleaning Polluted Water, pp. 47-48. Stapp, William. Field Guide to Water Quality Testing. Thomson-Shore Printers, 1990. Case Study, “A Sample Case Study: The James Bay Project”. Websites http://mtn.merit.edu/mcf/SCI.V.2.HS.2.html Locate Your Watershed: discover watershed boundaries and water quality indicators for all of the United States: http://cfpub1.epa.gov/surf/locate/index.cfm Friends of the Rouge: http://www.therouge.org

48

Sample Assessment Items (Reference)

The community of St. Clair Shores wishes to construct an industrial plant that will dump effluents into Lake St. Clair. As a Detroit resident living near the Detroit River, would you oppose such a project. Explain your response, and the difficulties you might encounter defending your position due to jurisdiction issues. Students are to justify their responses.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Human Impact on Ecosystems (Human Activity) District Core Outcome

17. Analyze the impact of human activity on the hydrosphere. (Use Great Lakes regional watershed, i.e. River Rouge, as a model.)

Semester Two

Performance Indicators

Students evaluate opposing positions presented in a mock trial about the water rights, usage, and quality of two conflicting interested parties (i.e. industrial plant and the EPA).

Time/Pace

10 periods

Evaluate data of samples tested for air, soil, and water quality from the Metro Detroit area to judge current pollution control methods, and suggest improvements for the future.

49

Michigan Science Curriculum Framework Benchmarks

E2.4B – Explain how the impact of human activities Describe how human activities affect the quality of water in the hydrosphere.

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Human Impact on Ecosystems (Human Activity) Activities/Strategies

Semester Two

Text/Instructional Materials

17.5

Explain the origins of minerals in groundwater and identify factors that control the mineral content of the groundwater.

17.6

Design a model that demonstrates how groundwater pollutants enter a watershed.

17.7

Predict the impact of an oil spill on the Rogue River on Lake Erie, and determine the best method for a clean up.

Amount and location of water, water use. MESTA, 2000.1: http://ga.water.usgs.gov/edu/

17.8

Create a flow chart depicting the changes in water quality as a stream flows from its headwaters through its watershed.

Water Quality Conditions in the U.S.: 1998 Report to Congress: how much progress has the nation made in cleaning up its waters?: http://www.epa.gov/305b/98report/

Websites cont. National Water Quality Information Project: a summary of local water-quality issues and findings on nutrients, pesticides, volatile organic compounds, radon, and suspended sediment in ground water and surface water: http://water.usgs.gov/pubs/nawqasum/ind ex.html

Lake Michigan Management Plan: from the EPA, how to preserve the integrity of the Lake Michigan ecosystem (Adobe Acrobat format): http://www.epa.gov/grtlakes/lakemich/ind ex.html

50

Sample Assessment Items (Reference)

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Human Impact on Ecosystems (Technology) District Core Outcome

18. Research and analyze products of technology and their affects on the environment.

Semester Two

Performance Indicators

Time/Pace

Michigan Science Curriculum Framework Benchmarks

Students pretend the Bureau of Land Use Management (BLM) employs them. They must decide whether to approve a proposal to build a dam downstream of the Grand Canyon. Students present arguments for and against the use of hydroelectric technology in this region. For a court case, write two briefs; one defending and one supporting.

5 Periods

E2.4d – Describe the life cycle of a product, including the resources, production, packaging, transportation, disposal, and pollution.

51

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Human Impact on Ecosystems (Technology) Activities/Strategies

18.1

Research the result of space-age technology (i.e. satellites, rockets, etc.) on the environment; especially when the technology becomes obsolete or stops functioning. Present findings about what currently happens to space technology’s “trash” and propose solutions.

Semester Two

Text/Instructional Materials

Sample Assessment Items (Reference)

Holt, Rhinehart, & Winston, Modern Earth Science, (9th grade text), Eye on the Environment, The Great Junkyard in the Sky, pp. 640-641.

Constructed Response: Given the amount of “space junk” that is accumulating in earth’s orbit, predict the impact of discarded technology on future space travel. What problems may occur? How might society be impacted? What solutions are possible?

Websites

'No Littering' Plea Extended to Space Junkyard”: 18.2 View all or portions of the movie Apollo http://www.space.com/news/debris_plea_ 13. Compare and contrast the 020517.html experience of those astronauts information about the accumulation of “space junk in earth’s orbit. 18.3 Research the impact of discarded computers and their components on the environment. Propose a way to recycle used computer components and justify the need. Consider the amount of energy, amount of solid waste, and processes used to obtain resources that also impact the environment.

52

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Human Impact on Ecosystems (Technology District Core Outcome

18. Research and analyze products of technology and their affects on the environment.

Semester Two

Performance Indicators

Time/Pace

Students pretend the Bureau of Land Use Management (BLM) employs them. They must decide whether to approve a proposal to build a dam downstream of the Grand Canyon. Students present arguments for and against the use of hydroelectric technology in this region. For a court case, write two briefs; one defending and one supporting.

5 Periods

Michigan Science Curriculum Framework Benchmarks

E1.2f – Critique solutions to problems, given criteria and scientific constraints. E1.2g – Identify scientific tradeoffs in design, decisions and choose among alternative solutions. E1.2j – Apply science principles or scientific data to anticipate effects of technological design decisions

53

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Human Impact on Ecosystems (Technology) Activities/Strategies

18.4

Debate a proposal to create a dam for hydroelectric power along the Grand Canyon including research on the impact the dam has on the environment.

Semester Two

Text/Instructional Materials

Websites cont. “Outer Space is Polluted and Congested”: http://www.indiasyndicate.com/sci/rrenv/21may02.htm “ABCNEWS.com : Tech TV: Cleaning Up Computer Trash”: http://abcnews.go.com/sections/business/ TechTV/techtv_computer_trash_020226. html “California’s Computer Trash Cleanup to Cost US $1 Billion”: http://news.nationalgeographic.com/news/ 2001/06/0621_pccleanup.html Envision It! Lesson Plan Template: Use models to investigate flood control technology: http://informns.k12.mn.us/classroom/envi sion/student/lessons97/arlington97.htm

54

Sample Assessment Items (Reference)

DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science

Human Impact on Ecosystems (Resource Management) District Core Outcome

19. Analyze and evaluate the global impact of natural resource management.

Semester Two

Performance Indicators

Propose a legislative plan to regulate the use of a natural resource for the next ten years.

Time/Pace

5 periods

Michigan Science Curriculum Framework Benchmarks

E2.3d – Explain how carbon moves through the Earth system (Including the geosphere) and how it may benefit (e.g., improve soils for agriculture) or harm (e.g., act as a pollutant) society. E5.4A – Explain the natural mechanism of the greenhouse effect including comparisons of the major greenhouse gases (water vapor, carbon dioxide, methane, nitrous oxide, and ozone). E5.4C – Analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels and the average global temperature over the past 150 years. E2.3b – Explain why small amounts of some chemical forms may be beneficial for life but are poisonous in large quantities (e.g., dead zone in the Gulf of Mexico, Lake Nyos in Africa, fluoride in drinking water).

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DETROIT PUBLIC SCHOOLS

Curriculum Instructional Sequence and Pacing Chart Grade 11 Science – Earth Science Human Impact on Ecosystems (Resource Management)

Semester Two

Activities/Strategies

19.1 Design a brochure persuading others to become an active member of a state, national, or international organization that lobby for environmental protection. 19.2 Assess the environmental, economic, and societal impact of alternative plans for the use of a natural resource (i.e. mining, fossil fuels, forestry service, etc.). 19.3 Compare and contrast cost and environmental impact of coal-burning and nuclear power plants; evaluating which method is best and present evidence to support the position. 19.4 Investigate a form of urban infrastructure (i.e., housing, roadways, utility supplies) and propose improvements that would be cost effective yet better for the environment based on resource management.

Text/Instructional Materials

Websites Webliography: http://mtn.merit.edu/mcf/SCI.V.1.HS.4.html HAZ-ED”Activities: http://www.epa.gov/superfund/students/clas_act /haz-ed/hazindex.htm EPA Mapper of Toxic Release Sites: search the EPA's Toxic Release Inventory System (TRIS) by Zip Code: http://maps.esri.com/esri/mapobjects/toxicweb/t oxic.htm EPA Office of Solid Waste: Information on recycling, reuse, and reduction strategies for reducing solid waste: http://www.epa.gov/epaoswer/osw/ EPA “Information on compliance and inspection history, chemical releases and spills, demographics of the surrounding population and production for petroleum refining, iron and steel production, primary nonferrous metal refining and smelting, pulp manufacturing, and automobile assembly”: http://es.epa.gov/oeca/sfi/access.htm Contaminated sites in Michigan: http://www.deq.state.mi.us/erd/sites/misites.html Great Lakes Information Network. http://www.great-lakes.net/

19.5 Give a presentation about a method of recycling that could be used locally.

56

Sample Assessment Items (Reference)

Develop a multimedia presentation or brochure whose purpose is to persuade its audience to support an environmental organization and its issues. Students, through teacher facilitation, develop a rubric to evaluate their created products.