Rosemount High School
Course Guide
I. Course Title: Honors Earth Science A, B, CDepartment: Science
II. Course Description:
This is a three-trimester course covering the disciplines of meteorology, astronomy and geology. Content is similar to the regular Earth Science sequence, however, greater emphasis is placed on observation, interpretation and problem solving. Students are expected to work on a more independent basis and investigate each concept/topic to a greater breadth and depth than in the regular class.
Emphasis will be placed on the nature of science, Earth’s systems and cycles, surface processes, the rock cycle, plate tectonics, earth history, meteorology and climate, earth-moon system, stellar evolution and cosmology. A field study is conducted to determine the health of the Vermillion River in Farmington. The data is used to make connections between scientific concepts and environmental issues of water quality and land use.
III. Standards/Goals found in the course:
Earth and Space Systems
IV. Course Objectives (outcomes):
I.A.1. The student will be able to distinguish among hypothesis, theory and law as scientific terms and how they are used to answer a specific question.
I.A.3. The student will recognize that in order to be valid, scientific knowledge must meet certain criteria including that it: be consistent with experimental, observational and inferential evidence about nature; follow rules of logic and reporting both methods and procedures; and, be falsifiable and open to criticism.
I.A.4. The student will explain how traditions of ethics, peer review, conflict and general consensus influences the conduct of science.
I.B.2. The student will distinguish between qualitative and quantitative data.
I.B.5. The student will know that professional scientists and engineers have ethical codes.
I.B,6. The student will give examples of how different domains of science use different bodies of scientific knowledge and employ different methods to investigate questions.
III.A.1. The student will identify internal and external sources of energy for the Earth.
III.A.2. The student will apply the laws of thermodynamics to explain the cycling and transfer of energy in the Earth system.
III.A.3. The student will illustrate how biological processes have played significant roles in determining the character of the atmosphere, biosphere, hydrosphere and lithosphere over time.
III.B.2. The student will trace the cyclical movement of carbon and water through the lithosphere, hydrosphere, atmosphere and biosphere.
III.B.4. The student will identify, predict and investigate the factors that influence the quality of water and how it can be reused, recycled and conserved.
III.A. 1. The student will identify and research an environmental issue and evaluate its impact.
III.B.4. The student will identify, predict and investigate the factors that influence the quality of water and how it can be reused, recycled and conserved.
III.A.5. The student will describe how glaciers, gravity, wind, temperature changes, waves and rivers cause weathering and erosion.
I.B.3. The student will apply mathematics and models to analyze data and support conclusions.
I.B.4. The student will identify possible sources of error and their effects on results.
Field study meets Graduation Standard “What students should do- numbers 2 and 3
III.A.5. The student will describe how glaciers, gravity, wind, temperature changes, waves and rivers cause weathering and erosion.
III.A.6. The student will describe the rock cycle and compare and contrast the processes responsible for the formation of igneous, sedimentary and metamorphic rocks.
III.A.6. The student will describe the rock cycle and compare and contrast the processes responsible for the formation of igneous, sedimentary and metamorphic rocks
A. 4. The student will use the Theory of Plate Tectonics to analyze relationships among earthquakes, volcanoes, mountain fossil deposits, rock layers and ocean features.
D.1. The student will be able to trace the development of a scientific advancement, invention or theory and its impact on society. (History of Science)
A. 7. The student will use evidence found in fossils, rock layers, ice cores, radiometric dating and globally gathered data to explain how Earth has changed over short and long periods of time.
III.B.3. The student will demonstrate the effect of Earth’s tilt, rotation and revolution on the seasons, day length and tides
III.C.1.The student will identify different types of stars and galaxies and describe how stars, galaxies and the universe change over time.
III.C.2. The student will explain how nuclear fusion produces energy and other elements.
III.C.3. The student will describe the evidence from current technologies that has been used to understand the composition and early history of the universe.
I.A.2. The student will be able to explain how scientific and technological innovations as well as new evidence can challenge portions of or entire accepted theories and models including but not limited to cell theory, atomic theory, theory of evolution, plate tectonic theory, germ theory of disease and big bang theory.
I.A.5. The student will recognize that some scientific ideas are incomplete, and opportunity exists in these areas for new advances.
III.C.4. The student will explain how Doppler evidence indicates our universe is expanding in all directions.
III.C. 1. The student will explain how the sun, Earth and solar system formed.
History of Astronomy project meets Graduation standard “What students should do” number 4.
I.B.1. The student will design and complete a scientific experiment using scientific methods by determining a testable question, making a hypothesis, designing a scientific investigation with appropriate controls, analyzing data, making conclusions based on evidence and comparing conclusions to the original hypothesis and prior knowledge.
I.B.2. The student will distinguish between qualitative and quantitative data.
I.B.3. The student will apply mathematics and models to analyze data and support conclusions.
Inquiry lab meets Graduation standard “What students should do” numbers 1 and 2.
III.B.1. The student will explain how the transfer of energy and motions of the Earth contribute to global climatic processes including wind, waves, and ocean currents.
III.B.5. The student will discuss the impact of the use of natural resources and other human activities on the Earth’s climate.
V. Course Units of Study:
Trimester 1
Earth Science A
I. Introduction to Earth Science & Scientific Method
II. Earth’s Systems and Cycles
Open and closed systems
Geochemical cycles
Dakota County Ground Water
Porosity and Permeability Lab
Spill problem
III. Stream Field Study
Streams as agents of erosion
Land use and water quality
Vermillion River Field Trip
Transparency, stream flow, habitat and water chemistry data collected and analyzed
IV. Surface Processes
Weathering
Erosion
Glaciers
Rivers
Soils
Sedimentary rocks
Trimester 2
Earth Science B
I. Rock Cycle
Rock cycle overview
Mineral identification lab
Mining
II. Plate Tectonics
Igneous rocks
Metamorphic rocks
Virtual Earthquakes
Hot spots
Volcanoes
Island arcs
Fault-block model
III. Earth History
Radiometric dating simulation
Internet investigations
Geologic time scale model
Fossil correlation
Trimester 3
Earth Science C
I. Earth-Moon System
Moon phase lab
Data analysis – tides and moon phases
II. Stellar Evolution, Galaxies, and Cosmology
Spectral analysis
H-R diagram
Hubble’s Law
Big Bang Theory
Astronomy Project
III. Weather
Heat transfer inquiry lab
Drawing isobars, isotherms
Drawing weather maps with station models
Interpreting weather maps
Predicting weather
IV. Climate
Factors influencing climate
Global warming
*All content in the earth science curriculum is supported by further various modes of instruction,
including the following:
1. Lecture and demonstrations in the content area.
2. Content support, reinforcement and enhancement activities.
3. Textbook reading, outlining, sectional and chapter review questions.
4. Technology opportunities including internet research and activities, application support such
as word processing, slide show presentations, spreadsheet and graphing.
VI. Course Assessments and Evaluation Procedures:
-Performance tasks
-Quizzes
-Tests
-Lab reports
-Student presentations;
both oral and visual.
VII. Textbooks/Readings:
"Earth Science", Glencoe
VII. Supplemental Materials:
-Internet, Teacher generated materials, Multi-media resources, Posters, Periodicals, Maps,
Guest speakers
IX. Suggested Best Practices/Teaching Strategies:
-Computer use for presentations and communication of information
-Cooperative learning activities
-Demonstrations-Discussions
-Experiential learning-Experimentation
-Field experiences-Labs and activities
-Lecture and note taking-Modeling
-Presentations-Research-based activities
-Scientific method/problem solving