Earth Science II
Course Description
This course focuses on the concepts of Earth and Space Science. This course will build upon foundations set forth in Earth Science I. This course will cover important concepts in Astronomy, Meteorology, and Climate.
Course Big Ideas
- The Sun’s Layers: features, characteristics and role within our solar system.
- The Solar System: key components to our solar system, motion of the planets, and laws that govern motion of the planets.
- Star’s: Big Bang Theory and the Life Cycle of Stars.
- The Atmosphere: structure and function.
- Climate: understanding the factors that influence climate.
- Human Impact: how different human activity is adversely affecting the changing climate.
- Natural Disasters: causes and effect on geosphere and biosphere.
Course Essential Questions
- How does interaction of the various solar regions influence the distribution & movement of energy throughout the sun?
- How does the Big Bang Theory support stellar evolution and the development of objects within our solar system?
- How can the motion of the Sun, Earth and planets be described?
- What is the structure and function of atmospheric layers?
- How does weather affect climate?
- What are the natural processes that can adversely affect humans?
Course Competencies
- Develop a model of the Sun in order to understand all the layers of the Sun.
- Develop a scaled model of the Earth’s Solar System.
- Use spectrum analysis to determine the composition of stars and expansion of the universe.
- Use an H-R Diagram to analyze the temperature and luminosity of different types of stars.
- Use an H-R Diagram to predict the life cycle of a star through stellar evolution.
- Recognize how the position of the Earth within its orbit and angle of insolation determine the amount of energy received from the Sun.
- Create a model of the Earth’s atmospheric layers and be able to identify characteristics of each.
- Analyze and interpret data from an imaginary continent to determine the climate type.
- Recognize the factors affecting climate change and provide ways in which to mitigate the adverse effects.
- Compare and contrast the different types of natural disasters.
Course Assessments
- Projects
- Labs
- Formal/Informal Assessments
Course Units
- Unit 1: Sun’s Layers, Features & Role
- Unit 2: The Solar System
- Unit 3: Stars
- Unit 4: The Atmosphere
- Unit 5: Climate
- Unit 6: Human Impact on Climate
- Unit 7: Natural Disasters
Unit 1: Sun’s Layers, Features & Role
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- 3.3.9-12.A Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.11-12.B. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
- CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
Know
- The layers of the Sun and what key features happen in each layer.
- The significant role each layer plays within the Sun.
- The solar features that happen in the different layers of the Sun.
- The process of Nuclear Fusion and how it creates the energy that Earth receives.
- The main characteristics of our Sun.
Understanding/Key Learning
Do
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
- Sunion Activity
- Sun Web Quest
- Nuclear Fusion Activity
- Powerful Solar Storm Hits Earth Reading and Activity
- Sun 101: National Geographic Video by National Geographic
- Solar Storms Video by SciShow
- The Difference Between Solar Flares and CME’s video by NASA
- Neil DeGrasse Tyson Explains Solar Flares video by Insider Science
- History Channel S1, E5 “Devastating Solar Storm Hits Earth”
- Perfect Disaster: Solar Storm
Vocabulary
Assessments
Unit 2: The Solar System
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- 3.3.9-12.D Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
- 3.3.9-12.G Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CC.3.6.11-12.B. * Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
- CC.3.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CC.3.6.11-12.G. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Know
- The order and arrangement of the Solar System.
- The application of Kepler’s Law to the orbits of the planets in the solar system.
- The characteristics and features of the planets.
- The way in which to scale the size of the solar system.
- The difference between an asteroid and meteor and where they are located within the solar system.
- The role asteroids and meteors have played in determining the age of the Earth.
Understanding/Key Learning
Do
- Create a scale to size the solar system.
- Recognize the difference between terrestrial, gas giants, and dwarf planets.
- Conduct research on one of the terrestrial, gas giants or dwarf planets to complete the project.
- Calculate eccentricity of a plant’s orbit.
- Calculate the orbital period using Kepler’s third law.
- Recognize the difference between an asteroid and a meteor.
Unit Essential Questions
Lesson Essential Questions
- How do you create a scale and use it?
- What are the major differences between terrestrial, gas giants and dwarf planets?
- How do you calculate the eccentricity of an ellipse and correlate that to the orbits of the plants?
- How do you calculate the orbital period of an ellipse using Kepler’s 3rd law?
- What are the differences between asteroids and meteors? Where are they located in space?
- How did asteroids and meteors help to calculate the age of the Earth?
Materials/Resources
- Solar System Children’s Book Project
- Kepler’s Ellipse Lab
- Orbital Motions: Kepler’s Laws Gizmos
- Size and Scaling Labs (2 of them)
- Gravity Activity
- Pluto Files
- Solar System 101: National Geographic Video by National Geographic
- To Scale: The Solar System Video by To Scale:
- How Long Can you Survive on Each Planet Video by Business Insider
- Understanding Kepler's 3 Laws and Orbits Video by dcaulf
Vocabulary
- Orbital Period
- Gravity
- Johannes Kepler
- Perihelion
- Aphelion
- Ellipse
- Solar System
- Venus
- Eccentricity
- Focus
- Foci
- Major Axis
- Minor Axis
- Semi-major Axis
- Saturn
- Semi-minor Axis
- Asteroid Belt
- Dwarf Planet
- Earth
- Gas Giant Planet
- Jupiter
- Terrestrial Planet
- Kuiper Belt
- Mars
- Mercury
- Neptune
- Planet
- Pluto
- Uranus
Assessments
Unit 3: Stars
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- 3.3.9-12.B Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, the motion of distant galaxies, and the composition of matter in the universe.
- 3.3.9-12.C Communicate scientific ideas about the way stars, over their life cycle, produce elements.
- 3.3.9-12.G Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Know
- The current theory is that the universe was created from an explosion called the Big Bang.
- The evidence for the Big Bang is the red-shift of distant galaxies.
- The way in which the solar system formed from a giant cloud of gas and dust.
- The way in which stars evolve and change over time due to their mass.
- The light given off by a star is directly related to the elements that make it up.
- The stars in the sky differ from each other in color, temperature, luminosity, and composition.
- The stars in the sky over time have been grouped together to make different constellations.
- The way in which stars are classified on the H-R Diagram.
Understanding/Key Learning
Do
- Through red shift simulation, prove that the universe is expanding.
- Explain the difference between red-shift and blue-shift.
- Read spectral lines in order to identify different gasses within a star.
- Calculate the path that a star will take based on their mass.
- Read an H-R Diagram and make correlations between luminosity and temperature.
- Identify different constellations and their location in the night sky.
Unit Essential Questions
Lesson Essential Questions
- What is the Big Bang Theory?
- How does one tell if a star is red-shifted?
- What is Stellar Evolution and what are the different paths that stars can take?
- What is the study of stars called and how does one identify the gasses within a star?
- What is an HR Diagram and how does one use it to figure out the luminosity and temperature of a star?
- What is a constellation? How do people use constellations?
Materials/Resources
- Star Spectra Gizmos
- Spectrum Tubes Activity
- HR Diagram Lab
- Stellar Evolution Worksheet
- Constellations Workbook and ID Cards
- Big Bang Theory Activity
- What Constellations Mean to Different Cultures Video by Fate & Fabled
- Spectroscopy of Stars - Wonders of the Universe: Stardust Video by BBC
- How do we study the stars? Ted Talk by Yuan-Sen Ting
- Classification of Stars: Spectral Analysis and the H-R Diagram Video by Professor Dave Explains
- Origins of the Universe 101: National Geographic Video by National Geographic
- Red shift | Astrophysics | Physics Video by FuseSchool- Global Education
Vocabulary
- Black Hole
- Constellation
- HR Diagram
- Luminosity
- Main Sequence Star
- Nebula
- Neutron Star
- Nuclear Fusion
- Planetary Nebula
- Proto-Star
- Red Giant/Supergiant Star
- Seasonal Constellation
- Star
- Stellar Evolution
- Supernova
- White Dwarf
- Spectroscopy
- Circumpolar Constellations
- Red-shift
- Blue-shift
- Electromagnetic Radiation
- Big Bang Theory
Assessments
Unit 4: The Atmosphere
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
Know
Understanding/Key Learning
Do
- Construct a model of the Earth’s atmosphere and its layers.
- Explain why temperature changes occur in the different layers.
- Identify different features of each atmospheric layer.
- Explain the significance and function of the Earth’s atmosphere.
- Explain the role the Ozone plays in the Earth’s atmosphere.
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Vocabulary
Assessments
Unit 5: Climate
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- 3.3.9-12.E Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
- 3.3.9-12.L Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
- 3.3.9-12.M Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
PA Reading and Writing in Science and Technical Subjects
- CC.3.6.11-12.A. Write arguments focused on discipline-specific content.
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Know
- The cause of the seasons is based on earth’s tilt and location of the Earth relative to the Sun.
- Insolation (solar radiation) heats Earth’s surface and atmosphere unequally due to variations in angle of sunlight which in turn vary with time of day and latitude.
- The way in which solar radiation is varied with season and latitude.
- The way in which different latitudes experience different climates due to the Earth’s tilt.
- The factors that modify climate at different locations around the world.
Understanding/Key Learning
Do
- Explain what causes the seasons on Earth.
- Look at the tilt of other planets beside the Earth to explain the differences in seasons.
- Predict climate variations at varying locations around the world.
- Identify the different types of climates found around the world (ie. desert, rainforest, grassland, tundra) using an imaginary continent.
Unit Essential Questions
Lesson Essential Questions
- What causes the Seasons?
- How does the tilt of the Earth impact the amount of solar radiation the Earth absorbs?
- How does the tilt of other planets compare to Earth and can you make some predictions about their seasons based off knowledge of Earth’s?
- How does one's location and latitude impact their climate?
Materials/Resources
Vocabulary
Assessments
Unit 6: Human Impact on Climate
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- 3.3.9-12.H Analyze geoscience data to make the claim that one change to Earth's surface can create feedback that causes changes to other Earth systems.
- 3.3.9-12.M Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
- 3.3.9-12.S Analyze geoscience data and the results from global climate models to make an evidence- based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
PA Reading and Writing in Science and Technical Subjects
- CC.3.6.11-12.B. *Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
- CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Know
- The impact greenhouse gasses have on climate change.
- The impact deforestation has on climate change.
- The impact acid rain has on climate change.
- The rate at which temperature changes are causing rising sea levels.
- The negative impact rising sea levels has on Earth.
- The different countries impacted by climate change and greenhouse gasses.
- The way in which climate change and greenhouse gasses impact human populations of different countries.
Understanding/Key Learning
- Changes we observe on Earth are the result of energy flowing and matter cycling between interconnected systems (the geosphere, hydrosphere, atmosphere, and biosphere).
- Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things.
Do
- Identify the different sources of Greenhouse Gasses.
- Understand how deforestation, acid rain, greenhouse gasses etc. impact global climate changes.
- Recognize how rising global temperatures correlate to rising sea levels.
- Identify the negative impact rising sea levels have on the Earth.
- Examine a specific regions or countries and identify what climate factors are adversely affecting the population.
Unit Essential Questions
Lesson Essential Questions
- What are the different sources of Greenhouse Gasses?
- What are the different agents of climate change?
- What is the correlation between global temperatures and rising sea levels?
- What are the different impacts of rising sea levels? And rising global temperatures? What role does that play on weather patterns?
- What countries are the top contributors to global climate change?
Materials/Resources
- Research Project
- Global Warming Graphing Activity
- Carbon Footprint Calculator
- Hottest Temperature on Earth Article Activity
- Coldest Temperature on Earth Article Activity
- An Inconvenient Truth Worksheet and Video
- What Earth in 2050 could look like - Video by Ted-ED Shannon Odell
- See what three degrees of global warming looks like Video by The Economist
- Causes and Effects of Climate Change Video by National Geographic
Vocabulary
Assessments
Unit 7: Natural Disasters
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- 3.3.9-12.O Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
PA Reading and Writing in Science and Technical Subjects
- CC.3.6.11-12.B. *Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
- CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Know
Understanding/Key Learning
Do
- Distinguish the differences between the natural disasters discussed in class.
- Classify natural disasters using either the Fuijita Scale or Saffir-Simpson Scale for tornadoes and hurricanes.
- Examine a region impacted by a natural disaster and analyze the damages that have taken place, costs to repair, long term economic issues, etc.
Unit Essential Questions
Lesson Essential Questions
- What are the major differences between a tornado, hurricane and blizzard?
- What are the major characteristics of the different types of natural disasters?
- How are tornadoes and hurricanes classified?
- How do natural disasters impact Earth and its resources?
- What are some historic natural disasters that took place? What was their impact on humans?
- What are some long term effects from natural disasters?
Materials/Resources
- Natural Disasters Project
- Hurricane Proof-Homes Gizmos
- Hurricane Saffir-Simpson Scale Article Worksheet
- The Fastest Tornado on Earth Article Worksheet
- Tornadoes and the EF Scale Article Worksheet
- Perfect Disaster: Tornado movie with worksheet
- How do tornadoes form? Video by TED-Ed James Spann
- Top 10 Best Tornadoes Video
- Hurricane vs. Tornado: What's the difference? Video by Storm Shield App
- Hurricane vs Cyclone vs Typhoon Video by Storm Shield App
- Why Hurricane Categories Make a Difference Video by The Weather Channel
- Tornado Damage Levels: F0 - F5 Video by ScienceFilmMakingTips
- AWESOME 3D Explanation on How Different Precipitation Types Form! Video by The Weather Channel
- What is the Difference Between a Snowstorm and a Blizzard ? Video by Let’s TEACH