Earth & Space Science

Grade 9

Unit #1

Course/Subject: Grade: Intro to Earth Suggested Timeline:

Earth and Space Science 9th Science/Scientific Process 3 weeks

Course Summary The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the
beauty of geological history, the amazing landforms around the globe, the nature of storms, and the
newest discoveries about our universe, it gives students an opportunity to relate to their everyday
world.

Course Units Unit 1: Intro to Earth Science/Scientific Process Unit 6: The Sun
Unit 2: Matter Unit 7: The Universe
Unit 3: Minerals/Rocks Unit 8: The Atmosphere
Unit 4: Plate Tectonics/Deformation of the Crust Unit 9: Water in the Atmosphere
Unit 5: EMS/Telescopes, Planetary Motion and the Unit 10: Air Masses and Fronts
Moon Unit 11: Climate

Unit Title Intro to Earth Science/Scientific Process

Unit Summary This unit introduces the branches of Earth Science, scientific methods, and the measurement and
analysis that they will use in their study of Earth Science.

Unit Essential Questions: Key Understandings:

1. What is Earth Science and Why is it important? 1. Earth and Space Science has 4 main branches
2. How do you use the scientific method to solve a 2. Science is a process that is trying to find an answer to a problem
problem? 3. Accuracy of measuring correlates to validity of data
3. Why is it important to make accurate observations and 4. In Earth science standard methods of evaluation are not always
when collecting data? possible so models must be used
4. How are models used in the study of Earth and Space
Science?

Focus Anchors Addressed in the Unit:

Anchor Number Anchor Description

S11.A.1.1 Analyze and explain the nature of science in the search for understanding the natural world and its
connection to technological systems
S11.A.2.1 Apply knowledge of scientific investigation or technological design to develop or critique aspects of
the experimental or design process
S11.A.3.1 Analyze the parts of a simple system, their roles, and their relationships to the system as a whole.

S11.A.3.2 Compare observations of the real world to observations of a constructed model.

7/27/17 – PAGE 1
Important Anchors Addressed in the Unit:
S11.A.1.1.1 Compare and contrast scientific theories, scientific laws, and beliefs (e.g., the universal law of
gravitation, how light travels, formation of moons, stages of ecological succession).
S11.A.1.1.2 Analyze and explain the accuracy of scientific facts, principles, theories, and laws.

S11.A.1.1.3 Evaluate the appropriateness of research questions (e.g., testable vs. not-testable).

S11.A.1.1.4 Analyze or compare the use of both direct and indirect observation as means to study the world and
the universe (e.g., behavior of atoms, functions of cells, birth of stars).
S11.A.1.3.1 Use appropriate quantitative data to describe or interpret change in systems (e.g., biological indices,
electrical circuit data, automobile diagnostic systems data
S11.A.2.1.1 Critique of elements of an experimental design (e.g., raising questions, formulating hypotheses,
developing procedures, identifying variables, manipulating variables, interpreting data, and drawing
conclusions) applicable to a specific experimental design
S11.A.2.1.3 Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding
of experimental limits.
S11.A.3.1.1 Apply systems analysis,showing relationships (e.g., flowcharts, concept maps), input and output,
and measurements to explain a system and its parts.
S11.A.3.2.1 Compare the accuracy of predictions represented in a model to actual observations and behavior.

S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological
concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles,
topographic maps).

Misconceptions: Proper Conceptions:

1. A theory can become a law. 1. Theories are complex and usually are associated with multiple
2. You can change more than one thing in an experiment. laws. Laws are simple and usually expressed as mathematical
equations.
2. If you have too many variables in an experiment it is
impossible to determine which is having an effect on your
results

Knowledge & Concepts Skills & Competencies Dispositions & Practices

● Scientific method steps ● Demonstrate knowledge and use of ● Encouraging Inquiry and
● Appropriate measuring systems scientific method steps Curiosity:
● Lab report writing & peer review ● Accurately collect, convert, and ○ Modeling, developing
● Use of models in Earth and Space display data and encouraging
Science ● Write a logical and accurate lab report students to ask and
● Compare models and real data, explain answer questions about
advantages & disadvantages of each the interactions in the
world around them.

Academic Vocabulary:

● Earth Science ● Observation ● Law

● Geology ● Inference ● Independent Variable
● Meteorology ● Hypothesis ● Dependent Variable
● Astronomy ● Theory ● Control
● Correlation ● Accuracy ● Precision

7/27/17 – PAGE 2
Assessments:

● Complete formal lab report

● Practice measurement & conversion handouts
● Model analysis
● Quiz/test

Differentiation:

● Graphic Organizers
● Skeleton Notes
● Online Tools
● Vocabulary Aids

Interdisciplinary Connections:
● Math- graphing and conversations
● History- correlation of past events to current events
● English - writing lab reports
Additional Resources:
● Earth Science textbooks
● Lab manuals
● Measuring devices/tools
● Smartboard
● Physical Science textbook
● Internet
● Lab equipment & supplies
● Reference books

Created By: Nicole Gutacker

7/27/17 – PAGE 3
 Earth & Space Science
Grade 9

Unit #2

Course/Subject: Grade: Matter Suggested Timeline:

Earth and Space Science 9th 3-4 weeks

Course Summary The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the
beauty of geological history, the amazing landforms around the globe, the nature of storms, and the
newest discoveries about our universe, it gives students an opportunity to relate to their everyday
world.

Course Units Unit 1: Intro to Earth Science/Scientific Process Unit 6: The Sun
Unit 2: Matter Unit 7: The Universe
Unit 3: Minerals/Rocks Unit 8: The Atmosphere
Unit 4: Plate Tectonics/Deformation of the Crust Unit 9: Water in the Atmosphere
Unit 5: EMS/Telescopes, Planetary Motion and Unit 10: Air Masses and Fronts
the Moon Unit 11: Climate

Unit Title Matter

Unit Summary Matter consists of atoms, either of one type (elements), or in combination with other types
(compounds). Physical and chemical properties identify matter and are used for placement on the
periodic table. Chemical bonds form between atoms during chemical reactions.
Substances also combine to form mixtures that are not chemically bonded.

Unit Essential Questions: Key Understandings:

1. How can we classify matter using physical & 1. A physical property of matter can be observed without changing
chemical properties? the composition of the substance. In contrast a chemical
2. How do I represent an atom’s parts using property describes how a substance reacts with other substances
information from the periodic table? to produce different substances.
3. How is the periodic table organized and used to 2. An atom consist of electrons surrounding the nucleus that is
predict the properties each element? made up of protons and neutrons.
4. How do we differentiate between elements, 3. The atomic number of an atom is equal to the number of protons
compounds and mixtures? in the atom the mass number is equal to the sum of the protons
5. How do elements form chemical bonds? and the neutrons in the atom.
4. An isotope is an atom that has the same number of protons as
other atoms of the same element, but different numbers of
neutrons.
5. Elements of the periodic table are arranged in groups that are
based on similarities in the chemical properties of the elements.
6. A compound is a substance made up of an atom of two or more
different elements joined by chemical bonds.
7. Ionic bonds occur when electrons are transferred from one atom
to another.

7/27/17 – PAGE 4
Focus Anchors Addressed in the Unit:
Anchor Number Anchor Description

S11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological
concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles,
topographic maps).
S11.C.1.1.1 Explain that matter is made of particles called atoms and that atoms are composed of even smaller
particles (e.g., protons, neutrons, electrons).
S11.C.1.1.2 Explain the relationship between the physical properties of a substance and its molecular or atomic
structure.
S11.C.1.1.3 Explain the formation of compounds (ionic and covalent) and their resulting properties using
bonding theories.
S11.C.1.1.4 Explain how the relationships of chemical properties of elements are represented in the repeating
patterns within the periodic table

Important Anchors Addressed in the Unit:

S11.C.1.1 Explain the relationship between the structure and properties of matter.

Misconceptions: Proper Conceptions:

1. Atomic mass is the sum of all electrons, neutrons, and 1. Atomic mass is the sum of the neutrons and protons.
protons. 2. Ionic bonding electrons are transferred; in covalent bonding
2. Ionic and covalent bonding are interchangeable. electrons are shared.

Knowledge & Concepts Skills & Competencies Dispositions & Practices

● Physical & chemical properties of ● Identify & classify matter ● Encouraging Inquiry and
matter according to physical & Curiosity:
● Structure of an atom chemical properties ○ Modeling, developing
● Periodic table arrangement, families & ● Draw accurate models of atoms and encouraging
trends ● Identify elements on periodic students to ask and
● Elements, compounds and mixtures table by family, class and period answer questions about
● Ionic & covalent bonding ● Predict element properties using the interactions
knowledge of periodic familie between the physical
● Explain and diagram transfer of and chemical world
electrons during ionic & around them.
covalent bonding
● Differentiate pure substances
and mixtures

Academic Vocabulary:

● Matter ● Atom ● Electron

● Element ● Proton ● Neutron
● Isotope ● Compound ● Molecule
● Ion ● Ionic Bond ● Covalent Bond
● Mixture ● Solution ● Bohr’s Model

7/27/17 – PAGE 5
Assessments:

● Handouts and practice worksheets

● Labs
● Quiz/test
● Drawings of atoms
● Guided readings
● Periodic table coloring activity

Differentiation:

● Graphic Organizers
● Skeleton Notes
● Online Tools
● Vocabulary Aids

Interdisciplinary Connections:
● Math- calculating atomic mass and bonding ratios
● History- of atomic model and periodic table
● English - Collins Writing
Additional Resources:
● Earth Science textbooks
● Lab manuals
● Measuring devices/tools
● Smartboard
● Physical Science textbook
● Internet
● Lab equipment & supplies
● Reference books

Created By: Nicole Gutacker

7/27/17 – PAGE 6
 Earth & Space Science
Grade 9

Unit #3

Course/Subject: Grade: Minerals/Rocks Suggested Timeline:

Earth and Space Science 9th 4-5 weeks

Course Summary The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the
beauty of geological history, the amazing landforms around the globe, the nature of storms, and the
newest discoveries about our universe, it gives students an opportunity to relate to their everyday
world.

Course Units Unit 1: Intro to Earth Science/Scientific Process Unit 6: The Sun
Unit 2: Matter Unit 7: The Universe
Unit 3: Minerals/Rocks Unit 8: The Atmosphere
Unit 4: Plate Tectonics/Deformation of the Crust Unit 9: Water in the Atmosphere
Unit 5: EMS/Telescopes, Planetary Motion and Unit 10: Air Masses and Fronts
the Moon Unit 11: Climate

Unit Title Minerals/Rocks

Unit Summary The solid portion of Earth is made up of minerals and rocks that give it unique characteristics.
Minerals are usually inorganic, crystalline solids with repeating internal chemical structures and a
characteristic set of properties. Rocks and Minerals are used to make millions of products that help
support and better life on Earth.

Unit Essential Questions: Key Understandings:

1. What is the solid composition of the earth? 1. A mineral is a natural inorganic solid that has chemical
2. What is a mineral and how are they classified? composition and a crystalline structure.
3. What is a rock and how are they classified? 2. Seven physical properties that help distinguish one mineral
4. How are rocks changed by geological processes? from another or color, streak, luster, cleavage and Fracture,
hardness, crystal shape, and density.
3. Special properties that can Aid and identifying certain
minerals include fluorescence and phosphorescence, double
refraction, magnetism, and radioactivity.
4. The three major types of rocks are igneous rock sedimentary
rock and metamorphic rock.
5. The rock cycle describes the natural process through which
each type of rock can change into another type of rock.
6. Igneous rocks classified according to their composition.
7. Chemical sedimentary rock forms from minerals that were
once dissolved in water, and organic sedimentary rocks form
from the remains of living things.
8. Clastic sedimentary rocks form from the fragments of
pre-existing rocks that are compacted and cemented together.
9. Metamorphism changes one type of rock into another.
10. Rocks change from one type to another through process on the
rock cycle.

7/27/17 – PAGE 7
Focus Anchors Addressed in the Unit:
Anchor Number Anchor Description

S11.D.1.1.1 Classify and describe major types of rocks (i.e., igneous – granite, basalt, obsidian, pumice;
sedimentary – limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss)
and minerals (e.g., quartz, calcite, dolomite, clay, feldspar, mica, halite, pyrite) by their origin and
formation.
S11.A.3.1.1 Apply systems analysis, showing relationships (e.g., flowcharts, concept maps), input and output,
and measurements to explain a system and its parts.
S11.A.2.2.1 Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative
observations (e.g., to compare properties of materials, water quality).

Important Anchors Addressed in the Unit:

S11.D.1.1 Explain and analyze the forces in the lithosphere that continually shape Earth.

Misconceptions: Proper Conceptions:

1. Rocks and Minerals are the same thing. 1. Actually Minerals are the building blocks of minerals. It is
like saying a rectangle and squares are the same. Squares are
rectangles and Minerals are rocks.

Knowledge & Concepts Skills & Competencies Dispositions & Practices

● Mineral composition of the earth’s ● Explain the mineral composition ● Encouraging Inquiry and
crust of the solid portion of the earth Curiosity:
● Physical properties of minerals: color, ● Use physical and chemical ○ Modeling, developing
crystalline shape, density, hardness, properties to identify minerals and encouraging
fracture & cleavage, luster, streak and ● Identify parts of the rock cycle students to ask and
special properties ● Classify different rocks based on answer questions about
● Rocks are mixtures and classified by physical properties the interactions
their formation between rocks/minerals
● The rock cycle: igneous, metamorphic and human endeavours.
and sedimentary rocks – how they
form and are classified

Academic Vocabulary:

● Mineral ● Luster ● Igneous Rock

● Silicate ● Fracture ● Intrusive Igneous Rock
● Non-Silicate ● Mohs Hardness Scale ● Extrusive Igneous Rock
● Streak ● Density ● Felsic
● Cleavage ● Rock Cycle ● Mafic
● Laccolith ● Dike ● Clastic Sedimentary rock
● Batholith ● Volcanic Neck ● Stratification
● Stock ● Chemical Sedimentary Rock ● Metamorphism
● Sill ● Organic Sedimentary Rock ● Foliation
● Nonfoliated ● Contact Metamorphism ● Regional Metamorphism

Assessments:

● Mineral identification lab

● Crystallization lab

7/27/17 – PAGE 8
● Rock cycle activity
● Handouts/practice sheets
● Guided readings
● Quiz/test

Differentiation:

● Graphic Organizers
● Skeleton Notes
● Online Tools
● Vocabulary Aids

Interdisciplinary Connections:
● Math- graphing
● History- Mohs Scale
● English - writing lab reports/ Research project on Mineral Uses
Additional Resources:
● Earth Science textbooks
● Lab manuals
● Measuring devices/tools
● Smartboard
● Physical Science textbook
● Internet
● Lab equipment & supplies
● Reference books
● Charts/posters
● Mineral and rock samples

Created By: Nicole Gutacker

7/27/17 – PAGE 9
 Earth & Space Science
Grade 9

Unit #4

Course/Subject: Grade: Plate Tectonics/Deformation Suggested Timeline:

Earth and Space Science 9th of the Crust 4-5 weeks

Course Summary The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the
beauty of geological history, the amazing landforms around the globe, the nature of storms, and the
newest discoveries about our universe, it gives students an opportunity to relate to their everyday
world.

Course Units Unit 1: Intro to Earth Science/Scientific Process Unit 6: The Sun
Unit 2: Matter Unit 7: The Universe
Unit 3: Minerals/Rocks Unit 8: The Atmosphere
Unit 4: Plate Tectonics/Deformation of the Unit 9: Water in the Atmosphere
Crust Unit 10: Air Masses and Fronts
Unit 5: EMS/Telescopes, Planetary Motion and Unit 11: Climate
the Moon

Unit Title Plate Tectonics/Deformation of the Crust

Unit Summary Many of the most dramatic features of Earth’s surface are the result of deformation of the crust. The
theory of plate tectonics explains the formation, movement, and subduction of earth’s plates. The
lithosphere is constantly moving and as plates move and collide they form mountains, trenches,
volcanoes, etc. Seafloor spreading is used to explain how earth is cycling the lithosphere.

Unit Essential Questions: Key Understandings:

1. How does Earth’s crust respond to stress? 1. The three main types of stress are compression, which
2. What are the driving features of plate tectonics? squeezes rocks together; tension, which pulls rocks apart ; and
3. How is plate tectonics used to explain the features shear stress, which bends and twists the rocks.
of the earth’s crust? 2. Folds form when rock is bent without breaking. Faults form
4. What is continental drift and what evidence when blocks of rock on one side of a fracture moves relative to
supports it? the block on the other side.
5. What events can occur at the different plate 3. Collisions that form mountains can occur between an oceanic
boundaries? plate and a continental plate, between an oceanic plate and
another oceanic plate, or between two continental plates.
4. Fossils, Rock, and climate evidence supports the hypothesis of
continental drift. However,Wegener could not explain the
mechanism by which the continents move.
5. New ocean floor is constantly being produced through seafloor
spreading, which creates ocean ridges and changes in
topography of the seafloor.
6. Seafloor spreading provides evidence that tectonic plates move
and change.
7. The theory of plate tectonics proposed that the change in the
Earth's crust are caused by very slow movement of tectonic

7/27/17 – PAGE 10
 plates. Earthquakes, volcanoes, and in between divergent,
convergent and transform.
8. Tectonic plates meet at three types of boundaries - Divergent,
convergent, and transform.
9. Tectonic plates are part of a connecting system that is driven
by differences in density and heat.
10. Continents Collide warm supercontinents and then break apart
in a cycle called the supercontinent cycle.

Focus Anchors Addressed in the Unit:

Anchor Number Anchor Description

S11.D.1.1.2 Explain the processes that take place at plate boundaries and how these processes continue to shape
Earth (e.g., volcanic activity, earthquakes, mountain building, mid-ocean ridges, deep-sea trenches,
new land being formed).
S11.A.3.3.1 Describe or interpret recurring patterns that form the basis of biological classification, chemical
periodicity, geological order, or astronomical order.
S11.A.3.3.2 Compare stationary physical patterns (e.g., crystals, layers of rocks, skeletal systems, tree rings,
atomic structure) to the object’s properties.
S11.A.3.3.3 Analyze physical patterns of motion to make predictions or draw conclusions (e.g., solar system,
tectonic plates, weather systems, atomic motion, waves).
S11.A.1.3.2 Describe or interpret dynamic changes to stable systems (e.g., chemical reactions, human body, food
webs, tectonics, homeostasis).
S11. A.2.2.1 Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative
observations (e.g., to compare properties of materials, water quality).

Important Anchors Addressed in the Unit:

S11.D.1.1 Explain and analyze the forces in the lithosphere that continually shape Earth.

Misconceptions: Proper Conceptions:

1. The theory of plate tectonics and continental drift are 1. Continental Drift is the concept that the plate were once
the same thing. joined and have since moved plate tectonic explains the
mechanism by which the plates move.

Knowledge & Concepts Skills & Competencies Dispositions & Practices

● Changes in the weight of earth’s crust ● Explain how faults, folds and ● Encouraging Inquiry and
causes deformation mountains form in the crust Curiosity:
● Stress causes bending & breaking of ● Summarize the theory of plate ○ Modeling, developing
rock tectonics and encouraging
● Mountains form due to stress ● Identify different plate students to ask and
● The earth’s crust is made up of several boundaries & their unique answer questions about
blocks called plates that move features the interactions of plate
● Plate movement is due to sea floor ● Identify and describe the tectonics and how that
spreading and convection currents in evidence that supports affects them.
the mantle continental drift
● Volcanoes & earthquakes occur at ● Explain how sea-floor spreading
plate boundaries provides a mechanism for
● Wegener’s hypothesis continental drift
● Through inquiry, determine the
evidence that supports
Wegener’s theory on continental
drift.

7/27/17 – PAGE 11
Academic Vocabulary:

● Continental Drift ● Mid-Ocean Ridge ● Seafloor Spreading

● Plate Tectonics ● Deformation ● Pangea
● Paleomagnetism ● Isostasy ● Panthalassa
● Lithosphere ● Stress ● Magma
● Asthenosphere ● Strain ● Lava
● Divergent Boundary ● Fault ● Hanging Wall
● Convergent Boundary ● Fold ● Foot Wall
● Transform Boundary ● Terrane

Assessments:

● Continent puzzle
● Seafloor spreading model
● Seafloor mapping lab
● Clay model of plate boundaries
● Manipulate faults
● Handouts/practice sheets
● Guided readings
● Quiz/test

Differentiation:

● Graphic Organizers
● Skeleton Notes
● Online Tools
● Vocabulary Aids

Interdisciplinary Connections:
● Math
● Math-History-WW2
● English - Collins Writing

Additional Resources:
● Earth Science textbooks
● Environmental Science textbooks
● Lab manuals
● Measuring devices/tools
● Smartboard
● Physical Science textbook
● Internet
● Lab equipment & supplies
● Reference books
● Charts/posters

Created By: Nicole Gutacker

7/27/17 – PAGE 12
 Earth & Space Science
Grade 9

Unit #5

Course/Subject: Grade: EMS/Telescopes, Planetary Suggested Timeline:

Earth and Space Science 9th Motion and the Moon 3-4 weeks

Course Summary The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the
beauty of geological history, the amazing landforms around the globe, the nature of storms, and the
newest discoveries about our universe, it gives students an opportunity to relate to their everyday
world.

Course Units Unit 1: Intro to Earth Science/Scientific Process Unit 6: The Sun
Unit 2: Matter Unit 7: The Universe
Unit 3: Minerals/Rocks Unit 8: The Atmosphere
Unit 4: Plate Tectonics/Deformation of the Crust Unit 9: Water in the Atmosphere
Unit 5: EMS/Telescopes, Planetary Motion and Unit 10: Air Masses and Fronts
the Moon Unit 11: Climate

Unit Title EMS/Telescopes, Planetary Motion and the Moon

Unit Summary Astronomy is the study of universe. The universe is organized into galaxies. Telescopes use the
electromagnetic spectrum to view the universe. The solar system consists of the sun, planets, and
other bodies that revolve around the sun. The heliocentric model places the sun is at the center of
the solar system. Kepler developed laws that explain planetary motion.

Unit Essential Questions: Key Understandings:

1. How is the universe organized? 1. Column a proposed an Earth-centered model of the universe.
2. How do we measure distances in space? Copernicus proposed a sun-centered model.
3. What role do telescopes play in observing space? 2. Kepler's first law states that orbits of planets are ellipses with
4. How is the electromagnetic spectrum used to the Sun at one focus. The second law states that planets closer
investigate the universe? to the Sun travel faster than those farther away. The Third Law
5. How do the Earth & moon move through in the relates a planet's average distance from the Sun to the time it
solar system? takes to make one orbit.
6. How was the modern model of the solar system 3. Newton use the idea of inertia to explain Kepler's Law. New
developed? Life eclipses occur when one planetary body passes through
7. How do we use Kepler’s laws to predict planetary the shadow of another.
motion? 4. The full moon phase shows a fully illuminated Moon. The
8. How do Newton’s laws of motion support Kepler’s third quarter and first quarter shows a half moon. New moon is
laws? not visible.
5. The visible part of the electromagnetic spectrum is visible
light. The non visible Parts include radio waves, microwaves,
infrared waves, ultraviolet rays, X-rays, and gamma rays.
6. Refracting telescopes use lenses to gather and focus light
while reflecting telescopes use curved mirrors to gather and
focus light.
7. The angle of the sun's Rays changes throughout the year and
leads to the seasonal change on Earth.

7/27/17 – PAGE 13
 8. The universe is about 14 billion years old. It is very large, and
objects within it are very far apart. The universe is made up of
billions of galaxies, Each of which is a large collection of
stars, dust, and gases. Some Stars, such as our own, include
planets and other small objects.

Focus Anchors Addressed in the Unit:

Anchor Number Anchor Description

S11.A.3.2.3 Compare the accuracy of predictions represented in a model to actual observations and behavior

S11.A.3.3.3 Describe advantages and disadvantages of using models to simulate processes and outcomes.

S11.D.3.1.3 Use appropriate quantitative data to describe or interpret a system (e.g., biological indices, electrical
circuit data, automobile diagnostic systems data).
S11.D.3.1.1 Apply systems analysis, showing relationships (e.g., flowcharts, concept maps), input and output,
and measurements to explain a system and its parts.
S11.A.2.2.2 Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe,
interface, imaging technology, telescope) is used to extend human abilities and precision

Important Anchors Addressed in the Unit:

S11.C.2.1.1 Compare or analyze waves in the electromagnetic spectrum (e.g., ultraviolet, infrared, visible light,
Xrays, microwaves) as well as their properties, energy levels, and motion.
S11.D.3.1.1 Describe planetary motion and the physical laws that explain planetary motion.

Misconceptions: Proper Conceptions:

1. The earth block the light to the moon causing the 1. Half of the moon is always illuminated.
moon phases. 2. We only see one side of the moon because it rotates and
2. We can see the whole moon from earth. revolves at the same time.
3. When we are closer to the sun it is summer and when 3. Seasons are caused by the tilt of the earth not the distance from
we are further from the sun it is winter. the Sun.

7/27/17 – PAGE 14
 Knowledge & Concepts Skills & Competencies Dispositions & Practices

● Introduction to the study of ● Describe characteristics of the ● Encouraging Inquiry and

astronomy universe in terms of time, distance, Curiosity:
● Review the electromagnetic spectrum and organization ○ Modeling, developing
● Telescope types and usage ● Identify the visible and nonvisible and encouraging
● Rotation vs revolution parts of the electromagnetic spectrum students to ask and
● Seasons ● Compare refracting and reflecting answer questions about
● Moon’s movement and it’s telescopes the interactions
appearance from earth Summarize how earth’s rotation and between the sun and
● Early models of the solar system; revolution provide a basis for other heavenly bodies
current heliocentric model measuring time in our solar system.
● Kepler’s laws of planetary motion ● Explain how the tilt of Earth’s axis
● Newton’s laws of motion and movement cause seasons
● Explain the moon’s movement and
how it appears from earth
● Compare the early models of the solar
system
● Summarize Kepler’s three laws of
planetary motion
● Describe how Newton explained
Kepler’s laws of motion

Academic Vocabulary:

● Astronomy ● Telescope (reflecting/refracting) ● Aphelion

● Galaxy ● Rotation ● Solstices
● Electromagnetic spectrum ● Revolution ● Equinox
● Geocentric ● Heliocentric ● Inertia
● Eccentricity ● Orbital period ● Apogee
● Phase ● Eclipse ● Perigee

Assessments:

● Inquiry activities
● Graphic organizers
● Review & reinforcement worksheets
● Critical Thinking Activities
● Comparing models
● Summary/essay writing
● Test/quizzes

Differentiation:

● Graphic Organizers
● Skeleton Notes
● Online Tools
● Vocabulary Aids

Interdisciplinary Connections:
● Math- geometry and calculating orbital periods
● History of the telescope
● English - Collins Writing

7/27/17 – PAGE 15
Additional Resources:
● Earth Science textbooks
● Environmental Science textbooks
● Lab manuals
● Measuring devices/tools
● Smartboard
● Physical Science textbook
● Internet
● Lab equipment & supplies
● Reference books
● Charts/posters

Created By: Nicole Gutacker

7/27/17 – PAGE 16
 Earth & Space Science
Grade 9

Unit #6

Course/Subject: Grade: The Sun Suggested Timeline:

Earth and Space Science 9th 3-4 weeks

Course Summary The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the
beauty of geological history, the amazing landforms around the globe, the nature of storms, and the
newest discoveries about our universe, it gives students an opportunity to relate to their everyday
world.

Course Units Unit 1: Intro to Earth Science/Scientific Process Unit 6: The Sun
Unit 2: Matter Unit 7: The Universe
Unit 3: Minerals/Rocks Unit 8: The Atmosphere
Unit 4: Plate Tectonics/Deformation of the Crust Unit 9: Water in the Atmosphere
Unit 5: EMS/Telescopes, Planetary Motion and Unit 10: Air Masses and Fronts
the Moon Unit 11: Climate

Unit Title The Sun

Unit Summary The sun is the energy source that fuels most life on Earth. It is composed mainly of hydrogen and
helium. The sun’s energy comes from nuclear fusion. The sun has an interior and an atmosphere.
Solar activity has an effect on Earth’s environment.

Unit Essential Questions: Key Understandings:

1. How does the sun gets it energy? 1. The sun's core converts matter into energy through the process
2. What is the structure of the sun? of nuclear fusion.
3. How does solar activity impact life on Earth? 2. Energy produced by nuclear fusion moves from the sun's core
through the hotter radiative zone and then the cooler convective
Zone before it enters the sun's atmosphere.
3. The sun's atmosphere is composed of three layers: the
photosphere, the hotter chromosphere, and the much hotter and
much larger corona.
4. Sunspots are regions of the Photosphere that have stronger
magnetic fields than the regions that surround them.
5. Prominences are loops of relatively cool gas that extend above
the photosphere. They are usually associated with a
chromosphere. Solar flares are explosive releases of energy that
are stored in the magnetic field of sunspot. Coronal mass
ejections cause disturbances in Earth's magnetosphere called
geomagnetic storms.
6. Are colorful sheets of lights that occurs when charged particles
from the interaction between the solar winds and Earth's
magnetosphere collide with atoms and molecules in the
atmosphere.

7/27/17 – PAGE 17
Focus Anchors Addressed in the Unit:
Anchor Number Anchor Description

S11.A.3.2.3 Compare the accuracy of predictions represented in a model to actual observations and behavior

S11.A.3.3.3 Describe advantages and disadvantages of using models to simulate processes and outcomes.

S11.D.3.1.3 Use appropriate quantitative data to describe or interpret a system (e.g., biological indices, electrical
circuit data, automobile diagnostic systems data).
S11.D.3.1.1 Apply systems analysis, showing relationships (e.g., flowcharts, concept maps), input and output,
and measurements to explain a system and its parts.
S11.A.2.2.2 Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe,
interface, imaging technology, telescope) is used to extend human abilities and precision

Important Anchors Addressed in the Unit:

S11.D.3.1.2 Describe the structure, formation, and life cycle of stars.
S11.D.3.1 Explain the composition, structure, and origin of the universe.

Misconceptions: Proper Conceptions:

1. The sun is too far aways to have any negative impact 1. The sun’s energy could have devastating effects here on Earth.
on daily life on Earth.

Knowledge & Concepts Skills & Competencies Dispositions & Practices

● Composition of the sun ● Explain how the sun converts matter ● Encouraging Inquiry and
● Nuclear Fusion into energy in its core Curiosity:
● Layers of the sun ● Compare the radiative and ○ Modeling, developing
● Sunspots, the sunspot cycle, convective zones of the sun and encouraging
prominences, flares, coronal mass ● Describe the 3 layers of the sun’s students to ask and
ejections & auroras atmosphere answer questions about
● Explain how solar activity affects the interactions
Earth between the sun and
life on Earth.

Academic Vocabulary:

● Nuclear fusion ● Radiative zone ● Convection zone

● Corona ● Chromosphere ● Photosphere
● Sun Spots ● Solar Flares ● Coronal Mass Ejections
● Aurora ● Prominences

Assessments:

● Inquiry activities
● Graphic organizers
● Review & reinforcement worksheets
● Critical Thinking Activities
● Comparing models
● Summary/essay writing
● Test/quizzes
7/27/17 – PAGE 18
Differentiation:

● Graphic Organizers
● Skeleton Notes
● Online Tools
● Vocabulary Aids

Interdisciplinary Connections:
● Math- geometry and calculating orbital periods
● History of the telescope
● English - Collins Writing
Additional Resources:
● Earth Science textbooks
● Environmental Science textbooks
● Lab manuals
● Measuring devices/tools
● Smartboard
● Physical Science textbook
● Internet
● Lab equipment & supplies
● Reference books
● Charts/posters

Created By: Nicole Gutacker

7/27/17 – PAGE 19
 Earth & Space Science
Grade 9

Unit #7

Course/Subject: Grade: The Universe Suggested Timeline:

Earth and Space Science 9th 3-4 weeks

Course Summary The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the
beauty of geological history, the amazing landforms around the globe, the nature of storms, and the
newest discoveries about our universe, it gives students an opportunity to relate to their everyday
world.

Course Units Unit 1: Intro to Earth Science/Scientific Process Unit 6: The Sun
Unit 2: Matter Unit 7: The Universe
Unit 3: Minerals/Rocks Unit 8: The Atmosphere
Unit 4: Plate Tectonics/Deformation of the Crust Unit 9: Water in the Atmosphere
Unit 5: EMS/Telescopes, Planetary Motion and Unit 10: Air Masses and Fronts
the Moon Unit 11: Climate

Unit Title The Universe & Stars

Unit Summary Light is used to determine the chemical composition and temperature of stars. The Doppler Effect is
used to determine actual movement of stars through the universe. Stars are classified on the
Hertzsprung-Russell Diagram. Stars form and evolve over billions of years. The Big Bang theory
is used to explain of the universe came to be

Unit Essential Questions: Key Understandings:

1. What characteristics of light help determine the 1. To determine its composition and surface temperature,
composition and movement of stars and planets in astronomers study the star's spectrum.
the universe? 2. Stars appear to move in the sky because of the Earth's
2. How are the properties of stars used to classify rotational movement.
them on the Hertzsprung - Russell diagram? 3. Astronomers measure the distance to stars using the distance
3. How does a star progress through its life cycle? light travels in one year (light year) and the apparent shift in a
4. How are stars grouped? star's position when viewed from different locations (Parallax).
5. What evidence exist to support the big bang 4. Apparent magnitude is a star's brightness as it appears to us on
theory? Earth. Absolute magnitude is its true brightness if all stars
were a standard, uniform distance from Earth.
5. A protostar becomes a star when it's hydrogen begins to fuse
to form helium.
6. Main sequence stars generate energy through hydrogen fusion.
This is the longest phase.
7. There are three types of galaxies spiral, elliptical, and
irregular.
8. Evidence for the Big Bang Theory include redshifts, cosmic
background radiation. and ripples in space.

7/27/17 – PAGE 20
Focus Anchors Addressed in the Unit:
Anchor Number Anchor Description

S11.A.3.2.3 Compare the accuracy of predictions represented in a model to actual observations and behavior

S11.A.3.3.3 Describe advantages and disadvantages of using models to simulate processes and outcomes.

S11.D.3.1.3 Use appropriate quantitative data to describe or interpret a system (e.g., biological indices, electrical
circuit data, automobile diagnostic systems data).
S11.D.3.1.1 Apply systems analysis, showing relationships (e.g., flowcharts, concept maps), input and output,
and measurements to explain a system and its parts.
S11.A.2.2.2 Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe,
interface, imaging technology, telescope) is used to extend human abilities and precision

Important Anchors Addressed in the Unit:

S11.D.3.1.2 Describe the structure, formation, and life cycle of stars.
S11.D.3.1 Explain the composition, structure, and origin of the universe.

Misconceptions: Proper Conceptions:

1. The sun is too far aways to have any negative impact 1. The sun’s energy could have devastating effects here on Earth.
on daily life on Earth.

Knowledge & Concepts Skills & Competencies Dispositions & Practices

● Observing bright line spectra to ● Describe how astronomers ● Encouraging Inquiry and
determine composition and determine the composition and Curiosity:
temperature of stars temperature of the sun ○ Modeling, developing
● Apparent vs. absolute star magnitude ● Explain why stars appear to move in and encouraging
● Doppler effect the sky students to ask and
● Light-years and parallax ● Explain the difference between answer questions about
● Hertzsprung-Russell diagram and absolute and apparent magnitude the interactions
main sequence stars ● Describe how a protostar becomes a between the stars as
● Star formation star they journey through
● The life cycle of a star ● Explain how a main-sequence star their life cycle.
● The Big Bang Theory generates energy
● Describe the evolution of a star after
its main-sequence stage
● Describe the 3 main types of
galaxies
● Summarize the big bang theory
● Interpret and explain evidence to
support an expanding universe

Academic Vocabulary:

● Doppler Effect ● Galaxy ● Nebula

● Light-year ● Main sequence ● Nova
● Parallax ● Protostar ● Black hole
● Apparent magnitude ● Absolute magnitude ● Giant
● Neutron star/pulsar ● Cosmology ● White dwarf
● Big Bang Theory ● Cosmic Background Radiation ● Star

7/27/17 – PAGE 21
Assessments:

● Inquiry activities
● Graphic organizers
● Review & reinforcement worksheets
● Critical Thinking Activities
● Comparing models
● Summary/essay writing
● Test/quizzes

Differentiation:

● Graphic Organizers
● Skeleton Notes
● Online Tools
● Vocabulary Aids

Interdisciplinary Connections:
● Math- measuring distances in space
● History the Universe
● English - Collins Writing
Additional Resources:
● Earth Science textbooks
● Environmental Science textbooks
● Lab manuals
● Measuring devices/tools
● Smartboard
● Physical Science textbook
● Internet
● Lab equipment & supplies
● Reference books
● Charts/posters

Created By: Nicole Gutacker

7/27/17 – PAGE 22
 Earth & Space Science
Grade 9

Unit #8

Course/Subject: Grade: The Atmosphere Suggested Timeline:

Earth and Space Science 9th 3-4 weeks

Course Summary The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the
beauty of geological history, the amazing landforms around the globe, the nature of storms, and the
newest discoveries about our universe, it gives students an opportunity to relate to their everyday
world.

Course Units Unit 1: Intro to Earth Science/Scientific Process Unit 6: The Sun
Unit 2: Matter Unit 7: The Universe
Unit 3: Minerals/Rocks Unit 8: The Atmosphere
Unit 4: Plate Tectonics/Deformation of the Crust Unit 9: Water in the Atmosphere
Unit 5: EMS/Telescopes, Planetary Motion and Unit 10: Air Masses and Fronts
the Moon Unit 11: Climate

Unit Title The Atmosphere

Unit Summary Earth’s atmosphere makes conditions on Earth suitable for living things. Earth’s atmosphere is
made up primarily of gases, but also liquids and solids. This along with temperature determines air
pressure. The layers of the atmosphere are classified according to changes in temperature. The
energy from the sun influences atmospheric circulation. Unequal heating of Earth’s surface along
with Earth’s rotation influence wind patterns.

Unit Essential Questions: Key Understandings:

1. What is the Earth’s atmosphere composed of? 1. First atmosphere is a mixture of gases, called air, that surround
2. What is air pressure and how is it measured? the Earth. Solid and liquid particles, called particulates, are
3. How do the gas laws apply to atmospheric mixed with the gases that make up air.
conditions? 2. The atmosphere is divided into four main layers: the
4. How are the layers of Earth’s atmosphere troposphere, the stratosphere, the mesosphere, and the
determined and named? thermosphere.
5. What happens to the sun's energy as it reaches 3. Most of the energy that reaches the Earth from the sun is in the
Earth’s atmosphere? form of electromagnetic radiation.
6. What are the global winds and how are they 4. The upper atmosphere is heated by absorption of radiation
determined? from the Sun. The lower atmosphere is heated by conduction
from the Earth's surface and by convection of air.
5. The Coriolis effect is the tendency of a moving object to
follow a curved path rather than a straight path because of the
rotation of the Earth.
6. Each hemisphere contains three convection cells that circulate
air. Net global airflow near Earth's surface is from the poles
toward the Equator. The three global wind belts are the trade
winds, the westerlies, and the polar easterlies.

7/27/17 – PAGE 23
Focus Anchors Addressed in the Unit:
Anchor Number Anchor Description

S11.C.1.1.5 Predict the behavior of gases through the application of laws (e.g., Boyle’s law, Charles’ law, or
ideal gas law).
S11.A.1.1.4 Explain how specific scientific knowledge or technological design concepts solve practical
problems (e.g., momentum, Newton’s universal law of gravitation, tectonics, conservation of mass
and energy, cell theory, theory of evolution, atomic theory, theory of relativity, Pasteur’s germ
theory, relativity, heliocentric theory, ideal gas laws).
SS11.A.3.2.1 Compare the accuracy of predictions represented in a model to actual observations and behavior
SS11.A.3.2.2 Describe advantages and disadvantages of using models to simulate processes and outcomes

SS11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological
concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles,
topographic maps).

Important Anchors Addressed in the Unit:

S11.D.2.1.1 Describe how changes in concentration of minor components (e.g., O2, CO2, dust, pollution) in
Earth's atmosphere may be linked to climate change.
S11.D.2.1.2 Compare the transmission, reflection, absorption, and radiation of solar energy to and by Earth’s
surface under different environmental conditions (e.g., major volcanic eruptions, greenhouse effect,
reduction of ozone laye
S11.D.2.1 Analyze how the transfer of energy and substances between Earth's atmosphere and its surface
influences regional or global weather or climate

Misconceptions: Proper Conceptions:

1. The rotation of the Earth causes global winds. 1. Although, the rotation of the Earth has an effect on the how
are moves; wind is caused the the uneven heating of Earth’s
surface.

Knowledge & Concepts Skills & Competencies Dispositions & Practices

● The atmosphere is composed of gases ● Explain the composition of Earth’s ● Encouraging Inquiry and
liquids and solids atmosphere Curiosity:
● Atmospheric pressure is a result of ● Explain the factors that influence ○ Modeling, developing
gravity holding air molecules near atmospheric pressure and be able to and encouraging
Earth’s Surface measure it students to ask and
● Boyle’s law, Charles law and the ● Explain and use the gas laws to answer questions about
ideal gas laws are used to predict gas predict how atmospheric gases will the interactions
behavior react between the Earth’s
● Layers in the atmosphere are ● Identify the layers of the atmosphere atmosphere and life on
identified by distinct temperature based on a temperature and altitude Earth.
differences as you increase in altitude map
● As the Sun’s energy reaches Earth it ● Describe how energy from the sun
is either, scattered, reflected, or interacts with Earth and its
absorbed atmosphere
● Heat is transferred through the ● Compare and contrast convection
atmosphere through conduction and and conduction
convection ● Identify the 6 main global winds
● Unequal heating and Earth’s rotation and their direction explain why they
create global and local winds occur

7/27/17 – PAGE 24
Academic Vocabulary:

● Atmosphere ● Thermosphere ● Polar Easterlies

● Ozone ● Albedo ● Jet Stream
● Atmospheric pressure ● Greenhouse effect ● Reflection
● Troposphere ● Coriolis effect ● Refraction
● Stratosphere ● Trade winds ● Conduction
● Mesosphere ● Westerlies ● Convection

Assessments:

● Inquiry activities
● Graphic organizers
● Review & reinforcement worksheets
● Critical Thinking Activities
● Comparing models
● Summary/essay writing
● Test/quizzes

Differentiation:

● Graphic Organizers
● Skeleton Notes
● Online Tools
● Vocabulary Aids

Interdisciplinary Connections:
● Math- graphing
● History meteology
● English - Collins Writing
Additional Resources:
● Earth Science textbooks
● Environmental Science textbooks
● Lab manuals
● Measuring devices/tools
● Smartboard
● Physical Science textbook
● Internet
● Lab equipment & supplies
● Reference books
● Charts/posters

Created By: Nicole Gutacker

7/27/17 – PAGE 25
 Earth & Space Science
Grade 9

Unit #9

Course/Subject: Grade: Water in the Atmosphere Suggested Timeline:

Earth and Space Science 9th 3-4 weeks

Course Summary The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the
beauty of geological history, the amazing landforms around the globe, the nature of storms, and the
newest discoveries about our universe, it gives students an opportunity to relate to their everyday
world.

Course Units Unit 1: Intro to Earth Science/Scientific Process Unit 6: The Sun
Unit 2: Matter Unit 7: The Universe
Unit 3: Minerals/Rocks Unit 8: The Atmosphere
Unit 4: Plate Tectonics/Deformation of the Crust Unit 9: Water in the Atmosphere
Unit 5: EMS/Telescopes, Planetary Motion and Unit 10: Air Masses and Fronts
the Moon Unit 11: Climate

Unit Title Water in the Atmosphere

Unit Summary Water in the atmosphere is constantly being transferred through the water cycle. There are various
methods for determining the amount of moisture in the atmosphere. Cloud formation is determined
by a specific process. The clouds are classified based on altitude and shape. Precipitation type is
based on the method of formation.

Unit Essential Questions: Key Understandings:

1. How does energy affect the changing of phases of 1. Latent heat is released or absorbed when water changes from
water? one state to another.
2. How is atmospheric moisture measured? 2. Relative humidity is a ratio of the actual amount of water
3. How are clouds formed? vapor in the air to the amount of water vapor needed to reach
4. What are the characteristics that classify a cloud saturation.
type? 3. When air reaches the dew point, the rate of condensation
5. What are the processes that cause precipitation? equals the rate of evaporation.
4. Clouds form when water vapor cools and condenses on
condensation nuclei.
5. The three major types of clouds are stratus clouds, cumulus
clouds, and cirrus clouds.
6. The major forms of precipitation are rain, snow, and hail.
7. Coalescence and supercooling are two processes by which
cloud droplets become large enough to fall as precipitation.

7/27/17 – PAGE 26
Focus Anchors Addressed in the Unit:
Anchor Number Anchor Description

S11.C.1.1.5 Predict the behavior of gases through the application of laws (e.g., Boyle’s law, Charles’ law, or
ideal gas law).
S11.A.1.1.4 Explain how specific scientific knowledge or technological design concepts solve practical
problems (e.g., momentum, Newton’s universal law of gravitation, tectonics, conservation of mass
and energy, cell theory, theory of evolution, atomic theory, theory of relativity, Pasteur’s germ
theory, relativity, heliocentric theory, ideal gas laws).
SS11.A.3.2.1 Compare the accuracy of predictions represented in a model to actual observations and behavior
SS11.A.3.2.2 Describe advantages and disadvantages of using models to simulate processes and outcomes

SS11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological
concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles,
topographic maps).

Important Anchors Addressed in the Unit:

S11.D.2.1.1 Describe how changes in concentration of minor components (e.g., O2, CO2, dust, pollution) in
Earth's atmosphere may be linked to climate change.
S11.D.2.1.2 Compare the transmission, reflection, absorption, and radiation of solar energy to and by Earth’s
surface under different environmental conditions (e.g., major volcanic eruptions, greenhouse effect,
reduction of ozone laye
S11.D.2.1 Analyze how the transfer of energy and substances between Earth's atmosphere and its surface
influences regional or global weather or climate

Misconceptions: Proper Conceptions:

1. 90% relative humidity is the same at all temperatures. 1. The higher the temperature the more water vapor the air can
“hold” so there is more water in the air at 90 degree than 70
degrees even if they both have a 90% relative humidity.

Knowledge & Concepts Skills & Competencies Dispositions & Practices

● How water enters the atmosphere ● Explain how heat energy affects the ● Encouraging Inquiry and
● The phases/phase changes of water changing phases of water Curiosity:
● Relative & absolute humidity ● Explain what absolute & relative ○ Modeling, developing
● How clouds and precipitation form humidity are, and describe how they and encouraging
● The 3 different types of clouds are measured students to ask and
● The types of precipitation ● Describe what happens when the answer questions about
● Coalescence versus supercooling temperature of air decreases to the the interactions
● Measuring precipitation dew point or below the dew point between the water in
● Describe the conditions necessary the atmosphere and life
for clouds to form on Earth.
● Explain the 4 processes of cooling
that lead to cloud formation
● Identify the 3 types of clouds
● Identify & compare the 4 forms of
precipitation
● Compare the 2 processes that cause
precipitation
● Describe 2 ways that precipitation is
measured

7/27/17 – PAGE 27
Academic Vocabulary:

● Latent heat ● Cloud ● Adiabatic cooling

● Sublimation ● Condensation nuclei ● Stratus cloud
● Dew point ● Deposition ● Cirrus cloud
● Relative humidity ● Fog ● Nimbus
● Coalescence ● Supercooling ● Cumulus cloud
● Precipitation

Assessments:

● Inquiry activities
● Graphic organizers
● Review & reinforcement worksheets
● Critical Thinking Activities
● Comparing models
● Summary/essay writing
● Test/quizzes

Differentiation:

● Graphic Organizers
● Skeleton Notes
● Online Tools
● Vocabulary Aids

Interdisciplinary Connections:
● Math- graphing
● History meteology
● English - Collins Writing
Additional Resources:
● Earth Science textbooks
● Environmental Science textbooks
● Lab manuals
● Measuring devices/tools
● Smartboard
● Physical Science textbook
● Internet
● Lab equipment & supplies
● Reference books
● Charts/posters

Created By: Nicole Gutacker

7/27/17 – PAGE 28
 Earth & Space Science
Grade 9

Unit #10

Course/Subject: Grade: Air Masses and Fronts Suggested Timeline:

Earth and Space Science 9th 3-4 weeks

Course Summary The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the
beauty of geological history, the amazing landforms around the globe, the nature of storms, and the
newest discoveries about our universe, it gives students an opportunity to relate to their everyday
world.

Course Units Unit 1: Intro to Earth Science/Scientific Process Unit 6: The Sun
Unit 2: Matter Unit 7: The Universe
Unit 3: Minerals/Rocks Unit 8: The Atmosphere
Unit 4: Plate Tectonics/Deformation of the Crust Unit 9: Water in the Atmosphere
Unit 5: EMS/Telescopes, Planetary Motion and Unit 10: Air Masses and Fronts
the Moon Unit 11: Climate

Unit Title Air Masses and Fronts

Unit Summary There are four main air masses that affect weather patterns in North America. Boundaries between
unlike air masses are called fronts. Some frontal boundaries with extreme difference are indicative
of severe weather such as tornadoes and hurricanes. There are various weather instruments used to
measure weather conditions. This data is then compiled with computers/humans and placed on
weather maps using station models, fronts, isotherms or isobars and satellite data to aid in
forecasting local and global weather.

Unit Essential Questions: Key Understandings:

1. What is an air mass and how do air masses affect 1. An air mass forms when air remain stationary or move slowly
weather in North America? over a uniform region, taking on the characteristic temperature
2. What happens when different air masses collide? and humidity of that region.
3. How do you classify severe weather? 2. The four main types of air masses are polar, tropical,
4. What instruments are used to gather weather data? continental, and maritime.
5. How do meteorologists accurately predict weather 3. Air masses affect the weather by bringing air that is warm or
using maps? cold and dry and moist, to a region.
4. Cold front usually produces dorms. Warm fronts usually
produce precipitation over a large area.
5. A mid-latitude cyclone forms along of cold or stationary front,
in which the rotating wind moves towards a low pressure
system.
6. Thunderstorms and tornadoes are caused by the interaction of
air masses that have different properties. Hurricanes develop
when warm, moist air over the ocean rise rapidly.
7. Meteorologist prepare weather maps that are based on
information from weather stations around the world.

7/27/17 – PAGE 29
Focus Anchors Addressed in the Unit:
Anchor Number Anchor Description

S11.C.1.1.5 Predict the behavior of gases through the application of laws (e.g., Boyle’s law, Charles’ law, or
ideal gas law).
S11.A.1.1.4 Explain how specific scientific knowledge or technological design concepts solve practical
problems (e.g., momentum, Newton’s universal law of gravitation, tectonics, conservation of mass
and energy, cell theory, theory of evolution, atomic theory, theory of relativity, Pasteur’s germ
theory, relativity, heliocentric theory, ideal gas laws).
SS11.A.3.2.1 Compare the accuracy of predictions represented in a model to actual observations and behavior
SS11.A.3.2.2 Describe advantages and disadvantages of using models to simulate processes and outcomes

SS11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological
concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles,
topographic maps).

Important Anchors Addressed in the Unit:

S11.D.2.1.1 Describe how changes in concentration of minor components (e.g., O2, CO2, dust, pollution) in
Earth's atmosphere may be linked to climate change.
S11.D.2.1.2 Compare the transmission, reflection, absorption, and radiation of solar energy to and by Earth’s
surface under different environmental conditions (e.g., major volcanic eruptions, greenhouse effect,
reduction of ozone layer
S11.D.2.1 Analyze how the transfer of energy and substances between Earth's atmosphere and its surface
influences regional or global weather or climate

Misconceptions: Proper Conceptions:

1. Meteorologist are only correct 50% of the time. 1. There are 100 of factors that need to be considered when
making a weather forecast and one variable change can ruin a
forecast. (Butterfly Effect)

Knowledge & Concepts Skills & Competencies Dispositions & Practices

● Formation of air masses ● Explain how the 4 main air masses ● Encouraging Inquiry and
● Air masses over North America: form Curiosity:
Source location, movement, and ● Describe how air masses affect the ○ Modeling, developing
weather weather in North America and encouraging
● Characteristics of warm and cold ● Compare the characteristic weather students to ask and
fronts patterns of cold fronts and warm answer questions about
● Cyclone formation and movement fronts the interactions
● Severe weather ● Describe how a midlatitude cyclone between severe
● Weather instrument review and forms weather and life on
application ● Describe the development of Earth.
● Reading and understanding weather hurricanes, thunderstorms &
symbols tornadoes
● Forecasting global and local weather ● Explain how instruments are used to
forecast weather
● Explain how weather stations
communicate surface weather data
● Explain how computer models help
meteorologists forecast weather
● Describe 2 ways that precipitation is
measured

7/27/17 – PAGE 30
Academic Vocabulary:

● Air Mass ● Cold front ● Warm front

● Midlatitude cyclone ● Thunderstorm ● Stationary front
● Hurricane ● Tornado ● Occluded front
● Station model ● Hygrometer ● Barometer
● Wind vane ● Thermometer ● Anemometer

Assessments:

● Inquiry activities
● Graphic organizers
● Review & reinforcement worksheets
● Critical Thinking Activities
● Comparing models
● Summary/essay writing
● Test/quizzes

Differentiation:

● Graphic Organizers
● Skeleton Notes
● Online Tools
● Vocabulary Aids

Interdisciplinary Connections:
● Math- graphing
● History meteology
● English - Collins Writing
Additional Resources:
● Earth Science textbooks
● Environmental Science textbooks
● Lab manuals
● Measuring devices/tools
● Smartboard
● Physical Science textbook
● Internet
● Lab equipment & supplies
● Reference books
● Charts/posters

Created By: Nicole Gutacker

7/27/17 – PAGE 31
 Earth & Space Science
Grade 9

Unit #11

Course/Subject: Grade: Climate Suggested Timeline:

Earth and Space Science 9th 3-4 weeks

Course Summary The Earth Science curriculum builds on the natural curiosity of students. By connecting them to the
beauty of geological history, the amazing landforms around the globe, the nature of storms, and the
newest discoveries about our universe, it gives students an opportunity to relate to their everyday
world.

Course Units Unit 1: Intro to Earth Science/Scientific Process Unit 6: The Sun
Unit 2: Matter Unit 7: The Universe
Unit 3: Minerals/Rocks Unit 8: The Atmosphere
Unit 4: Plate Tectonics/Deformation of the Crust Unit 9: Water in the Atmosphere
Unit 5: EMS/Telescopes, Planetary Motion and Unit 10: Air Masses and Fronts
the Moon Unit 11: Climate

Unit Title Climate

Unit Summary Many factors shape climate, and latitude plays are role in controlling climate. Climate changes for
various reasons. Scientist study past climate to better understand the effects climate change may
have on life on Earth.

Unit Essential Questions: Key Understandings:

1. What is climate and how is it changing? 1. The climate of a region is described by the Region's
2. What are the impacts of climate change on life on temperature and precipitation.
Earth? 2. Latitude determines the angle at which the sun's Rays hit the
Earth. At higher latitudes, the angle is smaller so the area
receives less solar energy. At lower latitudes, the angle is
larger so the area receives more solar energy.
3. Natural processes and human activity may be causing changes
in Earth's climate, including global warming.
4. One potential effect of climate change is a rise in sea levels,
which could lead to flooding around Coastal areas.

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Focus Anchors Addressed in the Unit:
Anchor Number Anchor Description

S11.C.1.1.5 Predict the behavior of gases through the application of laws (e.g., Boyle’s law, Charles’ law, or
ideal gas law).
S11.A.1.1.4 Explain how specific scientific knowledge or technological design concepts solve practical
problems (e.g., momentum, Newton’s universal law of gravitation, tectonics, conservation of mass
and energy, cell theory, theory of evolution, atomic theory, theory of relativity, Pasteur’s germ
theory, relativity, heliocentric theory, ideal gas laws).
SS11.A.3.2.1 Compare the accuracy of predictions represented in a model to actual observations and behavior
SS11.A.3.2.2 Describe advantages and disadvantages of using models to simulate processes and outcomes

SS11.A.3.2.3 Describe how relationships represented in models are used to explain scientific or technological
concepts (e.g., dimensions of objects within the solar system, life spans, size of atomic particles,
topographic maps).

Important Anchors Addressed in the Unit:

S11.D.2.1.1 Describe how changes in concentration of minor components (e.g., O2, CO2, dust, pollution) in
Earth's atmosphere may be linked to climate change.
S11.D.2.1.2 Compare the transmission, reflection, absorption, and radiation of solar energy to and by Earth’s
surface under different environmental conditions (e.g., major volcanic eruptions, greenhouse effect,
reduction of ozone layer
S11.D.2.1 Analyze how the transfer of energy and substances between Earth's atmosphere and its surface
influences regional or global weather or climate

Misconceptions: Proper Conceptions:

1. Climate change is rapid. 1. Climate change happens over a long period of time and has
many factors.

Knowledge & Concepts Skills & Competencies Dispositions & Practices

● Latitude effects on received sunlight, ● Explain how latitude determines the ● Encouraging Inquiry and
temperature and precipitation amount of solar energy received on Curiosity:
● Heat absorption and release Earth, thus affecting temperature ○ Modeling, developing
● Topography and climate and precipitation and encouraging
● Climate patterns and change ● Describe how the different rates at students to ask and
● Potential causes of climate change: which land and water are heated answer questions about
human activity, volcanoes, plate affect climate the interactions
tectonics, orbital changes ● Explain the effects of topography on between climate
● Global warming & sea-level changes climate change and life on
● Describe four factors that may cause Earth.
climate change
● Identify potential impacts of climate
change
● Describe 2 ways that precipitation is
measured

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Academic Vocabulary:

● Climate ● Specific Heat ● El Nino

● Monsoon ● Tropical climate ● Polar Climate
● Microclimate ● Middle-latitude climate ● Climatologist
● Global warming

Assessments:

● Inquiry activities
● Graphic organizers
● Review & reinforcement worksheets
● Critical Thinking Activities
● Comparing models
● Summary/essay writing
● Test/quizzes

Differentiation:

● Graphic Organizers
● Skeleton Notes
● Online Tools
● Vocabulary Aids

Interdisciplinary Connections:
● Math- graphing
● History meteology
● English - Collins Writing
Additional Resources:
● Earth Science textbooks
● Environmental Science textbooks
● Lab manuals
● Measuring devices/tools
● Smartboard
● Physical Science textbook
● Internet
● Lab equipment & supplies
● Reference books
● Charts/posters

Created By: Nicole Gutacker

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