Honors Earth Science
Course Description
This course focuses on the concepts of Earth and Space Science. It will explore the structure and development of the Earth and its systems.
Course Big Ideas
- Earth’s Cycles- Carbon, Water & Rock Cycles.
- Weathering & Erosion- How they impact the surface of the Earth.
- Earth’s Interior- The structure and layering of the Earth.
- Plate Tectonics- The structure and movement of Earth’s Lithosphere and the forces that change it over time.
- Earthquakes & Volcanoes- How and why they occur, associated hazards & their impact on humans/Earth.
- Natural Resources & Human Impact- Look at different renewable and nonrenewable resources, how they are used/conserved/managed as well as their impact on land, rivers, ocean and air.
Course Essential Questions
- How do different cycles and energy transfer impact the Earth’s surface?
- How does the energy transfer inside the Earth impact movement and changes on the Earth’s surface?
- What are the natural processes that can adversely affect humans?
- What are the different resources that humans depend on and how do humans change the planet?
Course Competencies
- Develop models on Earth’s different cycles (carbon, water, rock) to illustrate the relationships between systems or between components of a system.
- Analyze the difference between mechanical and chemical weathering in order to identify the different processes involved.
- Be able to identify parts of an erosional/depositional system.
- Analyze and interpret data from the Earth’s Interior to be able to develop different relationships among the layers.
- Construct a scaled model of the Earth’s Interior.
- Based on past plate position, be able to identify current plate boundaries and their respective movements as well as the features they create.
- Interpret a seismogram to be able to triangulate the Earthquake’s origin.
- Construct models on the different types of volcanoes and label the different prominent features.
- Compare and contrast the differences between the different types of volcanoes and their features.
- Demonstrate knowledge pertaining to natural disasters through investigating different disasters in recent history.
- Construct an argument to explain the benefits/negatives and costs of various types of renewable and nonrenewable energy sources.
Course Assessments
- Projects
- Labs
- Formal and Informal Assessments
Course Units
- Unit 1: Earth’s Cycles
- Unit 2: Weathering, Erosion, & Deposition
- Unit 3: Earth's Interior
- Unit 4: Continental Drift, Seafloor Spreading & Plate Tectonics
- Unit 5: Earthquakes
- Unit 6: Volcanoes
- Unit 7: Natural Resources & Human Impact
Unit 1: Earth’s Cycles
- 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.K Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
- 3.3.9-12.L Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
PA Core Standards for Reading/Writing
- CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CC.3.6.9-10.B. * Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
PA Technology Standards
- 3.5.9-12.T (ETS) Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
Know
- The way in which carbon is exchanged between the atmosphere, hydrosphere and biosphere.
- The differences between the different ‘spheres’: atmosphere, hydrosphere, biosphere
- The path that water can travel on Earth’s Surface.
- The different states of matter water can go through while moving through the water cycle.
- The transformation of one type of rock into another through the rock cycle.
- The characteristics of each rock type.
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).
- Water’s presence and properties impact Earth’s ecosystems and surface features.
- Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things.
Do
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Vocabulary
- Carbon Cycle
- Hydrosphere
- Atmosphere
- Biosphere
- Rock Cycle
- Igneous Rock
- Magma
- Sedimentary Rock
- Metamorphic Rock
- Transpiration
- Evaporation
- Condensation
- Precipitation
- Sediment
- Aquifer
- Water Cycle
- Freezing
- Melting
- Reservoir
- Runoff
- Compaction
- Greenhouse Gas
- Carbon Sink
- Fossil Fuel
- Weathering
- Erosion
- Lava
- Cementation
Assessments
Unit 2: Weathering, Erosion, & Deposition
- 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.K Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
PA Core Standards for Reading/Writing
- CC.3.5.9-10.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CC.3.5.9-10.G. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
- CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CC.3.6.9-10.B. * Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
Know
- The different types of mechanical which include: abrasion, frost action, root wedging/animal activity, gravity, exfoliation.
- The different types of chemical weathering which include: oxidation, carbonation, organic activity.
- Different agents of erosion which include: water, wind, glaciers, gravity.
- Identify factors that control the rate at which a rock weathers such as surface area, temperature, length of abrasion.
Understanding/Key Learning
Do
- Identify different types of weathering throughout the world (ie. Grand Canyon, Devil’s Tower, Pyramids, cemeteries, and photos of local places).
- Develop an inference on how “shaking time” impacts the rate of mechanical weathering.
- Compare and Contrast mechanical and chemical weathering.
- Collect data and make a graph based on information gathered during an abrasion lab.
- Analyze created graph to draw conclusions on rate of weathering from abrasion lab.
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Vocabulary
Assessments
Unit 3: Earth's Interior
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- 3.3.9-12.I Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection
PA Core Standards for Reading/Writing
- CC.3.5.9-10.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CC.3.5.9-10.G. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
- CC.3.5.9-10.E. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
Know
Understanding/Key Learning
Do
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
- Earth’s Interior Foldable
- Scaled Model of Earth’s Interior (extension on Post Lab questions for Honors)
- Analysis of Earth’s Interior Inferred Properties Reference Sheet
- Layers of the Earth Video by MITK12Videos
- Earth’s Layers Foldable Instructions Video by DMyersScience
- Reference Table Page 10-Inferred Properties of Earth's Interior by Hommocks Earth Science Department
Vocabulary
Assessments
Unit 4: Continental Drift, Seafloor Spreading & Plate Tectonics
- 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.F Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
- 3.3.9-12.J Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
PA CORE Reading/Writing Standards
- CC.3.5.9-10.A. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CC.3.5.9-10.I. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
- CC.3.6.9-10.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Know
- The evidence used to support the Theory of Continental Drift and the important role Alfred Wegener played.
- The evidence to support Seafloor Spreading and the important role Harry Hess played.
- The features of the seafloor.
- The role of the asthenosphere in the movement of the lithospheric plates.
- The different forces that move the lithospheric plates.
- The differences between continental crust and oceanic crust.
- The features of divergent, convergent, and transform boundaries.
- The difference between a hot spot and a plate boundary.
Understanding/Key Learning
Do
- Reconstruct Pangaea using Wegener’s evidence.
- Identify seafloor features on a diagram/graph.
- Reconstruct a Seafloor Spreading Age Map to make inferences between mid-ocean ridges and the age of the sea floor.
- Identify and locate different plate boundaries on a Plate Tectonics Map.
- Identify the different features that form at the plate boundaries.
- Relate locations of earthquakes and volcanoes to locations of plate boundaries.
Unit Essential Questions
Lesson Essential Questions
- What evidence supports Continental Drift?
- How does sea-floor spreading support the idea of plate tectonics?
- What are the differences between continental drift and the theory of plate tectonics?
- What are the main differences between continental crust and oceanic crust?
- What are the different types of plate boundaries? What are their features?
- What forces drive plate movement?
- What is a hot spot? How is it different from a plate boundary?
Materials/Resources
- Continental Drift Lab (extension Post Lab Questions)
- Wegener’s Puzzling Continents Writing Assignment
- Seafloor Spreading Lab (Graphing of the Seafloor to label features)
- Plate Tectonics Map Worksheet
- Plate Tectonics Web Quest (Honors only)
- Plate Tectonic Map
- Origin of the Hawaiian Islands Lab (Graphing longitude and age of the Hawaiian Islands and calculating rate of movement of the islands)
- Why Does the Earth's Magnetic Field Keep Flipping? Video by SciShow
- Alfred Wegener: Great Minds Video by SciShow
- Seafloor Spreading with Bill Nye Video by Kevin Murray
- Seafloor Spreading Video by Mr. Fox’s Science Classroom
Vocabulary
- Continental Drift
- Ocean Ridge
- Rift Valley
- Plate Tectonics
- Divergent Boundary
- Convergent Boundary
- Transform Boundary
- Subduction
- San Andreas Fault
- Convection
- Fossil
- Paleomagnetism
- Pangea
- Abyssal Plain
- Volcanic Island
- Glaciation
- Mesosaurus
- Trench
- Continental Slope
- Sea Floor Spreading
- Seamount
- SONAR
- Glossopteris
- Continental Shelf
- Magnetic Field
Assessments
Unit 5: Earthquakes
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- 3.3.9-12.I Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
- 3.3.9-12.J Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
PA CORE Reading and Writing Standards
- CC.3.5.9-10.A. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CC.3.6.9-10.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CC.3.6.9-10.F. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CC.3.6.9-10.I. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Technology and Engineering Standards
- 3.5.9-12.S Conduct research to inform intentional inventions and innovations that address specific needs and wants.
Know
- The difference between epicenter and focus.
- The different types of waves produced by an earthquake.
- The different types of faults associated with earthquakes.
- How to calculate time math in order to figure out the difference between S and P-wave arrival times.
- How to read a P and S wave time travel chart.
- How to read a seismogram.
- How to determine the location of an epicenter on a map.
- The difference between earthquake scales.
- How to determine earthquake magnitude.
Understanding/Key Learning
Do
- Define an earthquake and describe the causes of earthquakes.
- Identify the different body and surface waves on a seismogram.
- Triangulate using a BullsEye Compass to locate the epicenter of an earthquake.
- Identify the hanging and footwall for the different types of faults.
- Use and read a P/S Wave Chart to determine travel time, distance to epicenter and origin time of an earthquake.
- Calculate time math for a P/S Wave Chart.
- Determine the magnitude of an Earthquake using a The Richter Nomogram chart
- Use information from an earthquake to determine the Mercalli Scale Rating for a given area.
Unit Essential Questions
Lesson Essential Questions
- What is an earthquake and what are the causes of an earthquake?
- What are the differences between body waves and surface waves?
- What is a Normal Fault, Reverse Fault, and Strike-Slip Fault? What boundaries are they typically found at? And what stress type is associated with each?
- How are the Richter Scale and Mercalli Scale different?
- What are the different parts of an Earthquake? (focus, epicenter & fault)
- What are some of the hazards associated with an Earthquake?
- What is a P/S Wave Time Travel Chart and how can one use it to determine epicenter distance?
Materials/Resources
- Work Packet which covers Time Math, How to Read a P/S Wave Time Travel Chart, & Triangulation
- Epicenter and Triangulation Lab (part on paper and part on laptop) *Extension questions for Honors
- Mercalli Scale Lab
- Earthquake Proof Home Gizmos Lab (Part C extension for Honors)
- Earthquake Project (Extension, Family Disaster Plan for Honors)
- Earthquakes 101 Video by National Geographic
- Earthquake Epicenter Location Video by Mike Sammartano
- Triangulating an Earthquake Epicenter: Adjusting Compass to Map Scale Video by EarthScienceVids
- How does the Richter Scale Work video by D-News
- Earth Science Reference Table Pg 11 - P and S Wave Chart Video by Hommocks Earth Science Department
- Reading the S-P Time Graph by Mr. Fox’s Classroom
- What Causes Volcanic Hotspots? Video by Stile Education
- Seismic Waves Earthquake Video
- Japan’s Killer Quake Video
- Deadliest Quake Video
- Anatomy of an earthquake: What happens when seismic hazards meet populations? by Professor Lain Stewart
Vocabulary
Assessments
Unit 6: Volcanoes
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- 3.3.9-12.J Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
PA CORE Reading and Writing Standards
- CC.3.5.9-10.A. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CC.3.6.9-10.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CC.3.6.9-10.F. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CC.3.6.9-10.I. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Technology and Engineering Standards
- 3.5.9-12.S Conduct research to inform intentional inventions and innovations that address specific needs and wants.
Know
- The difference between the different types of volcanoes and the different types of eruptions associated with each volcano.
- The agents that affect the viscosity.
- The difference between magma and lava.
- The different features of each type of volcano.
- The different parts of a volcano.
- The different ejectiles from a volcano.
- The different hazards associated with volcanic eruptions.
Understanding/Key Learning
Do
- Construct and label the different features/characteristics of each type of volcano
- Identify various volcanoes around the world based on their characteristics.
- Complete a research project on a past volcanic eruption using various sources.
- Identify the different eruptive hazards and projectiles based off of the size and type of volcano involved.
Unit Essential Questions
Lesson Essential Questions
- What is a volcano? Where are most volcanoes found?
- What are the different types of volcanoes? What are their characteristics?
- What are the various types of lava and how do they differ in mineral composition, and physical characteristics?
- What are the different parts of a volcano? Can you identify them on a cross-section?
- What are the different items ejected from a volcano?
- What are the hazards associated with volcanic eruptions?
Materials/Resources
- Volcano Web Quest
- Famous Volcanoes Activity
- Mystery of the Mega Volcano Lab (*Honors Only)
- Volcano Cross-Section Worksheet
- Volcano Project (*Extension on Project for Honors)
- SuperVolcano Movie
- What if the Yellowstone Volcano Erupted Tomorrow? Video by What If
- What if we Dumped our Trash into Volcanoes? Video by What If
- What Happens if You Stepped on Hot Lava? Video by NerdAlert
- Geography Lesson: What is a Volcano? Video by Twig Science Reporter
- Different Volcanoes Video by Discovery Channel
Vocabulary
Assessments
Unit 7: Natural Resources & Human Impact
- 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.
- 3.3.9-12.P Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
- 3.3.9-12.R Evaluate or refine a technological solution that reduces the impact of human activities on natural systems.
PA CORE Reading and Writing Standards
- CC.3.5.9-10.A. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CC.3.6.9-10.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CC.3.6.9-10.F. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CC.3.6.9-10.I. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Technology and Engineering Standards
- 3.5.9-12.S Conduct research to inform intentional inventions and innovations that address specific needs and wants.
- 3.5.9-12.I (ETS) Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- 3.5.9-12.T (ETS) Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- 3.5.9-12.C Develop a solution to a technological problem that has the least negative environmental and social impact.
Know
- The different types of resources available for human consumption.
- The difference between nonrenewable, intermediate and perpetual resources.
- The rate at which humans are consuming resources and the impacts of it.
- The different ways you can impact your ecological footprint.
- The different historical events that have adversely affected the human population.
Understanding/Key Learning
- All materials, energy, and fuels that humans use are derived from natural sources, some of which are renewable over time and others are not.
- Natural processes can cause sudden or gradual changes to Earth’s systems, some of which may adversely affect humans.
- Human activities in agriculture, industry, and everyday life have an impact on the land, rivers, ocean, and air.
Do
Unit Essential Questions
Lesson Essential Questions
- What are natural resources?
- What are the differences between nonrenewable, intermediate and perpetual resources?
- What is your ecological footprint? Is it sustainable?
- How are economic and social outcomes derived from the management and utilization of a country’s natural resources and how do they impact human populations?
Materials/Resources
- Household Energy Usage Gizmos
- CK12, Chapter 20 (Earth’s Energy) and Chapter 21 (Earth’s Materials)
- Human Impact and Natural Resources 1 pager activity
- Factors Affecting Wellbeing Natural Resources Worksheet
- Cookie Mining Lab
- Natural Resources Project (*Honors will have extension items compared to General)
- Renewable versus Nonrenewable Energy: Advantages and Disadvantages Explained Video by STEAMspirations
- The Ecological Footprint Explained Video by Moovly https://youtu.be/fACkb2u1ULY?si=wKpaY7t_9HQ9jyqa