Course title
ESPre-requisite
BiologyCourse description
School Year: 2015-2016
Course: Honors Earth Science Voice Mail: 623-445-8841
Teacher: Mrs. Laura Price; BS Earth Science; Room: 512
MA Ed Educational Technology Website: http://www.dvusd.org/Domain/3817
E-mail: [email protected]
Course Description
The curriculum follows the Deer Valley USD’s guidelines; which are aligned with the state standards. Topics to be covered include: an introduction to Earth Science; the composition of Earth; the dynamics of Earth building and destroying; the history of our planet; and a look at the oceans; atmospheric forces and our solar system.
In this standards-based class; students will be encouraged to develop critical thinking skills; which are essential to learning in any subject. Reading skills and strategies will be part of instruction and student practice. Students will be encouraged to become problem solvers. Students will be refreshed and instructed in the scientific process. Using hands-on activities and problem solving strategies students will acquire the ability to design and perform experiments.
Textbook: Earth Science: Geology; the Environment; and the Universe Glencoe; 2008
Students may choose either a hardback addition; a CD-ROM or the on-line version of the textbook. To access the on-line text; follow the directions listed below. – These directions are also on my website.
1. Log on to www.glencoe.com.
2. In the top; left corner; complete the requested information.
3. On the next screen; select “Earth Science”.
4. On the next screen; select Earth Science: Geology; the Environment; and the Universe Glencoe; 2008
5. Under “Student Center”; select “Online Student Edition”.
6. On the next screen; select “Online Student Edition” from the bar on the left side.
7. Select “Online Student Edition” again.
8. Bookmark this page.
Your access code is BC43FB73E9. This textbook offers a wide range of on-line assistance for students at www.glencoe.com. Students have access to practice tests; interactive tutors; eflashcards; self-check quizzes; standardized test practice and “concepts in motion” animations.
Grading Policy
A = 90-100% D = 60-69%
B = 80-89% F = below 60%
C = 70-79%
*Your 18 week grade counts for 80% of your overall grade for the class. It is broken into the following categories: tests/quizzes (40%); class work/assignments (20%); and labs (40%).
*The final exam is worth 20% of your overall grade for the class. It is a District assessment that is broken into a written (essay) test and a multiple choice test. These assessments may not be given early per District policy.
Powerschool Access
The Powerschools site allows parents/guardians and students to access the student’s grades; attendance; and other information. The web address is: http://ps.dvusd.org/public/.
Adherence to the Boulder Creek Academic Integrity Code
All students enrolled in Earth Science will adhere to the framework and guidelines set forth in the Boulder Creek High School Academic Integrity Code. Cheating and Plagiarism will not be tolerated. The purpose of this code is to promote a positive learning environment for all involved. As humans; we will make mistakes as we grow. It is understood that we can learn from those mistakes and become better individuals in the future. Any student who violates this code will be referred to the Students Rights and Responsibilities handbook and assignment of appropriate consequences. Please refer to the Academic Integrity Code in your student handbook for more details.
Assignments
1. Most homework and class work will be completed in the student’s workbook unless otherwise specified.
2. Technology is incorporated into lessons on a regular basis. Students will be expected to utilize the class website to access some lesson materials.
3. The majority of tests will be taken electronically using Horizon.
Make-Up Work Policy
Upon return to class after an absence; a student has one school day for each day missed to make up work/test assigned during his/her absence regardless of the number of days absent. For example; if a student is absent on Thursday and Friday; he/she will have Monday and Tuesday of the following week to make up work and must turn in the work that was assigned during the days absent on Wednesday.
Coursework and assessments assigned prior to the absence(s) will still be due on the date assigned. It is the student’s responsibility to check with teachers immediately upon return for work missed and possible adjustment of due dates. Teachers may choose to schedule an appointment with the student to arrange due dates as needed.
1. Make-up work is work that a student missed due to an absence.
2. It is the student’s responsibility to check the calendar; record missing work; collect handouts from the “While you were out” basket; and/or copy missed notes. Powerpoint presentations and most handouts will also be available on the class website.
3. In the case of a long term absence; arrangements should be made between the individual student and the teacher regarding missed work.
Long Term Project Policy
Long term projects are assignments given at least two weeks in advance. Teachers should note that the assignment is a long term project in the written instructions provided for the students. Long term projects are due on or before the date assigned; even if the student or teacher is absent on the due date. See the Student Handbook for additional details
Classroom Behavior Expectations and Consequences- PBIS
Learning Environment
Prepared
Bring materials
Come prepared to learn
Respectful
Respect others; their property; equipment; and the facility
Integrity
Complete your own work
All electronic devices are off and out of sight
Discipline
Arrive on time & be in your seat
Behave appropriately and use courteous language
Keep food and drink outside
Everyone United
Encourage confidence
Cooperate and collaborate
Classroom Behavior Expectations
1. Participate in class learning.
2. Respect people; their property and school property.
3. Food; gum and drinks are not permitted.
4. Understand and abide by all school rules and classroom safety procedures.
5. Don’t cheat! It is dishonest and will be dealt with according to school and district policy.
Materials
1. pens (dark blue or black); pencils; eraser
2. A folder for loose papers
3. Recommended: colored pencils; 2 GB flash drive
4. You will be given a workbook for this class
5. You will be expected to bring your materials with you every day.
Sweep
1. Students are expected to be on time for class.
2. Students who are not inside the classroom when the tardy bell rings will be sent to sweep. Running through the door as the bell rings is counted as being tardy.
Regular Earth Science vs. Honors Earth Science
A detailed look at the differences of both classes through one unit including topics covered (depth); work assigned; and assessments. The highlighted terms represent differences in the depth or amount of content in the Honors section.
Regular Earth Science: Plate Tectonics Unit Honors Earth Science: Unit 1 Plate Tectonics Unit
Day 1 Intro to the layers of the Earth
• Students label the layers of the Earth including the name and width of each
Day 1 Intro to the layers of the Earth
• Students calculate and draw a scaled diagram of the layers of the Earth including the materials and density of each layer.
Day 2 Seafloor Spreading
• Students take notes and answer review questions about the terminology and directions of seafloor spreading. Day 2 Seafloor Spreading
• Students take notes and answer review questions concerning the cause and effects of seafloor spreading
Day 3 Seafloor Spreading Demo
• Students create plate boundaries using paper and cardboard and answer relating conclusion questions Day 3 Seafloor Spreading Rates
• Students calculate the different speeds of seafloor spreading at boundaries and predict locations of continents in the future.
Day 4 Plate Boundaries Diagrams
• Students take notes on the types of boundaries and then complete a concept map Day 4 Plate Boundaries Diagrams
• Students take notes on the types of boundaries and then complete a comparison matrix
Day 5 Plate Boundaries Map
• Students complete a world map labeling the 15 major plates Day 5 Plate Boundaries Map
• Students complete a world map labeling all 21 tectonic plates and microplates
Day 6 Review Types of Plate Boundaries
• Students complete a worksheet that reviews the terminology and features at each plate boundary Day 6 Analyze the Types of Rocks at Boundaries
• Students are given rock samples and the locations of where they came from; they will need to recall the process of the formation of that rock and justify their choice of plate boundary location.
Day 7 Plate Tectonics Flip Book
• Students follow teacher-provided directions of the placement of terminology and topics into their review flip book Day 7 Plate Tectonics Flip Book
• Students organize the information from their notes into a flip book categorizing and prioritizing their organization of topics along with including connections to the types of rocks learned during the first quarter
Day 8 Moving Mantle Lab
• Students will follow the steps for the lab in order to answer the teacher provided conclusion questions Day 8 Design Moving Mantle Lab
• Students are given the materials for the lab and they will design the procedure; execute the steps; and analyze the results for a lab that demonstrates on how seafloor spreading works
Day 9 “Earth Story” Movie and Workbook Check
• Students review the major processes of the Earth while finding main ideas during a movie. Day 9 Complete Analysis of Lab Data
• Using the data from the previous day; form conclusions and design an investigation that could be completed in order to further investigate their findings.
Day 10 Types of Faults
• Students take notes on the types of faults and draw diagrams of each fault
Day 10 Types of Faults
• Students take notes on the types of faults and draw diagrams of each fault. Then using maps from the USGS; associate each type of fault with two actual locations in the Southwest.
Day 11 Earthquakes
• Students take notes and complete a vocabulary review guide Day 11 Earthquakes
• Students take notes and complete a vocabulary review guide
Day 12 Earthquake Location Map
• Students use past data to plot major earthquakes; and connect the depth of the earthquakes with the type of plate boundary Day 12 Earthquake Location Map
• Using current data; students predict the location and intensity of future earthquakes (which will be checked one week later during the Volcano unit)
Day 13 Measuring Earthquakes
• Students use seismograph data to determine the difference between S and P waves Day 13 Measuring Earthquakes: Seismograms and Triangulation
• Students plot earthquake data and utilize triangulation to locate the point of origin
• Virtual Earthquake online simulation homework assigned
Day 14 Review for Test
• Students complete a review packet for the test. Day 14 Seismic Wave Analysis
• Students evaluate seismograph data to write summaries of the earthquake (distance; intensity; S-P interval; time of day; etc.)
• Review concepts are given to help guide students studying.
Day 15 Test
• True/False; Multiple Choice; short answer; and 1 essay question Day 15 Test
• Multiple Choice; process organizing; short answer; and 2 essay questions
On the following pages are two comparisons of assignments for “Day 4” and “Day 8” of the Unit plan. The basic content for the two assignments is very similar; however the honors students will have higher expectations for their depth of knowledge.
Day 4 Regular Earth Science – Plate Tectonics Concept Map
Honors Earth Science – Comparison Matrix
Day 8 Regular Earth Science – Moving Mantle Lab
Honors Earth Science – Student Designed Moving Mantle Lab
Day 4 Regular Earth Science – Concept Map
Day 4 Honors Earth Science
Day 8 Regular Earth Science
Movin’ Mantle Lab _______ / 20 Lab Grade
Name____________________________________________________________Date_________________Period_______
Purpose: What causes movement in the mantle?
Background:
The core of Earth is approximately 4300º C. At the upper end of the mantle; the temperature is approximately 1000ºC.
Materials:
4 wood blocks; dye; Styrofoam cup; pipette; clear plastic
container; bag of ice; hot water; balsa wood chips
Formulate your hypotheses:
You should include both the movement of the dye and the balsa wood.
Based on the control set-up:
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Identify your variable:
Dependent variables: ___________________________________________________
Independent variable: __________________________________________________
Procedure:
1. Go to your assigned lab station.
2. Read all of the directions.
3. Fill your clear plastic container with water (about half full).
4. Draw lab set-up on the next pages. You will need to draw it in each box.
5. After drawing the set-up; remove the clear plastic container from the wood blocks.
6. Ask your teacher for the hot water. Fill the Styrofoam cup to the top.
7. Place the clear plastic container back on the blocks.
8. Hang your bag of ice on the end opposite the hot water cup.
9. Let the water become still.
10. Fill the pipette with blue dye.
11. Place the end of the pipette against the clear plastic container over the hot water cup.
12. Squeeze the pipette gently so that a dime-sized circle of dye is on the bottom of the plastic container.
13. Carefully remove the pipette without disturbing the water.
14. Place the 4 pieces of balsa wood over the circle of dye (floating on the surface)
15. Observe the movement of the dye and balsa wood (It may take a few minutes). Indicate the movement using arrows.
Use a RED pencil to show the movement of the dye.
Use a BLUE pencil to show the movement of the balsa wood.
16. Indicate on your top view drawing; where you placed the balsa wood.
17. Return the cup with dye to your teacher.
18. Carefully empty the water out of the clear plastic container.
19. Return the cup with dye to your teacher.
20. Carefully empty the water out of the clear plastic container into a sink. Rinse the dye out of the container and place the container back on the wooden blocks.
21. Clean-up your area!!! Wipe up water; throw away paper towels; etc.
22. Answer the conclusion questions.
Diagrams:
Control View (side view) – Draw AND Label
Experimental View (side view) – Draw AND Label – Step 15
Experimental View (top view) – Draw AND Label – Step 16
Conclusion:
A. Was your hypotheses correct or incorrect? Support your decision with data from the experiment.
B. What did you learn regarding the movement of tectonic plates?
1. What did the balsa wood represent in this experiment?
2. Describe the movement (direction and spin) of the balsa wood.
3. What part of Earth does the dye represent in this experiment?
4. Describe the movement of the dye.
5. What part of Earth does the cup represent in this experiment?
6. How did the cup affect the movement of the dye?
7. How did the ice affect the movement of the dye?
Day 8 Honors Earth Science
Movin’ Mantle Lab _______ / 20 Lab Grade
Name____________________________________________________________Date_________________Period_______
Purpose: What causes movement in the mantle?
Background:
The core of Earth is approximately 4300º C. At the upper end of the mantle; the temperature is approximately 1000ºC.
Materials:
4 wood blocks; dye; Styrofoam cup; pipette; clear plastic
container; bag of ice; hot water; balsa wood chips
Formulate your hypotheses:
____________________________________________________________________________________________________________________________________________________________________________________________________
Identify your variable:
Dependent variables: ___________________________________________________
Independent variable: __________________________________________________
Procedure: Work with your lap partner to write your lap report – get it initialed once finalized.
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Mrs Prices initials: ____________ ( 5 points)
Diagrams:
Control View (side view) – Draw AND Label
Experimental View (side view) – Draw AND Label – Step 15
Experimental View (top view) – Draw AND Label – Step 16
Conclusion:
A. Was your hypotheses correct or incorrect? Support your decision with data from the experiment.
B. What did you learn regarding the movement of tectonic plates?
1. What did the balsa wood represent in this experiment?
2. Describe the movement (direction and spin) of the balsa wood.
3. What part of Earth does the dye represent in this experiment?
4. Describe the movement of the dye.
5. What part of Earth does the cup represent in this experiment?
6. How did the cup affect the movement of the dye?
7. How did the ice affect the movement of the dye?
C. Put it all together – 2 paragraphs
Based on the results of this lab; explain how tectonic plates move. In your explanation; relate the parts of the lab to the appropriate parts of Earth.
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School Country
United StatesSchool state
ArizonaSchool city
PhoenixHigh school
Boulder Creek High SchoolSchool Address
N/ASchool zip code
850886Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LGEO
- Geology