The Chicago Military Academy at Bronzeville

3519 S. Giles Ave.

Chicago, IL 60653

Earth Science Course Syllabus

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Department:Science

Department Chair:Mr. Frontera

Primary Teacher:Mrs Lyons

Block 1, 3, 4, 7

Office Hours – Tuesdays and Fridays 8:00 – 9:30 am Room 311

CPS Email

The Skills-based Learning and Assessment Curriculumof the Chicago Military Academy at Bronzeville

The Skills-based Learning and Assessment Curriculum of theChicago Military Academy at Bronzevilleis a standards-based curriculum designed to provide cadets with skills mastery of the Illinois Learning Standards, ACT WorkKeys® skills and ACT College Readiness Standards. Within these standards frameworks, course objectives are defined as a compilation of the skills and knowledge identified herein. The Critical Benchmark Skills List at Paragraph 4 (below) constitutes the learning standards of this course.

1. Course Description

Earth Science is the study of the dynamic planet Earth and its surrounding neighbors in the universe. During this course, we will be examining Earth’s natural processes using inquiry based scientific methods of investigation. Throughout the school year we will study a variety of topics including rocks and minerals, plate tectonics, meteorology, and Earth’s history using fossils and radioactive dating. In addition, we will look at how human activity is affecting the Earth’s environment and the dangers of climate change. Students will participate in many laboratory experiments, hands-on activities, research, and content reading throughout the year to help develop their knowledge of Earth Science and understand and apply the nature of science in their course work. A working knowledge of the concepts and principles of Earth Science will give students the power to make informed decisions on issues that directly affect them and their world.

Prerequisites: None

2. Course Resources

Textbook: Prentice Hall Earth Science, copyright 2009, Tarbuck and Lutgens(Issued by CMA-B)

Materials: Student Planner (Issued by CMA-B)

Other Items: 1-inch 3-ring binder, Folder, Notebook Paper/Filler Paper, Pen or Pencil, Pencil Sharpener, Scientific calculator (Student responsibility)

3. Course Requirements

In order to reach our goal of mastery of the Illinois State Leaning Standards and the College Readiness Standards for science, this course will focus on the nature of science as students design, present, and defend various Earth Science topics through scientific investigations. Students will be assessed on their mastery levels through skill building assignments, laboratory reports, and benchmark quizzes and exams.

Course work: Students enrolled in this earth space science course are expected to participate in the class in various modes:

  • Benchmark Assignments: worksheets, guided reading, essays, problem sets
  • Benchmark Quizzes: weekly quizzes 10 – 15 questions in length, and unannounced pop quizzes
  • Projects & Labs: labs, design challenges, quick designs, online projects and science fair project
  • Exam: midterm at the end of Q1 and final at the end of Q2
  • Participation: periodic binder checks, responsibility quizzes, lab participation points, tardies

Failure to complete a lab or a project may result in a failing grade.

Computation of Grades:

Students’ grades are input according to tables on the right.

  • Assignments will be input and graded in daily basis.
  • Missing assignments will be put in as M (counts as zero)
  • Work will be only accepted up to a week late (5 school days), receiving up to 80% of possible points.

4. Illinois Learning Standards and Critical Benchmark Skills List

First Semester

Quarter 1:

Unit 1: Energy

  1. Construct charts and visualizations to display data (11.A.2c)
  2. Understand basic scientific terminology (ID 16-19)
  3. Select data from a complex data presentation (e.g., a table or graph with more than three variables) (ID 20-23)
  4. Determine how the value of one variable changes as the value of another variable changes in a complex data presentation (ID 24-27)
  5. Describe and compare types of energy including light, heat, sound, electrical and mechanical (12.C.2a)
  6. Understand and apply basic scientific terminology (16-19)
  7. Analyze given information when presented with new, simple information (ID 24-27)
  8. Determine whether new information supports or weakens a model, and why (ID 28-32)
  9. Explain and apply the law of conservation of energy (12.C.3a, 12.C.4a)
  10. Identify similarities and differences between experiments (ID 20-23)
  11. Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives. (CRS English.16-19)
  12. Identify and compare sources of energy (12.C.1a)
  13. Select two or more pieces of data from a simple data presentation (ID 16-19)
  14. Combine data from simple data presentations (ID 20-23)
  15. Exhibit knowledge of basic angle properties and special sums of angle measures (e.g., 90°, 180°, and 360°) (ID 20-23)

Unit 2: Experimental Design

  1. Apply classroom-developed criteria to determine the effects of policies on local science and technology issues (e.g., energy consumption, landfills, water quality) (13.B.3f)
  2. Identify an actual design problem and establish criteria for determining the success of a solution (11.B.3a)
  3. Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveness and safety(11.B.3b)
  4. Understand the methods and tolls used in a simple experiment (ID 16-19)
  5. Select the most appropriate design and build a prototype or simulation(11.B.3c)
  6. Test the prototype using available materials, instruments and technology and record the data(11.B.3d)
  7. Identify a control in an experiment (ID 20-23)
  8. Understand a complex experimental design (ID 24-27)
  9. Evaluate the test results based on established criteria, note sources of error and recommend improvements(11.B.3e)
  10. Using available technology, report the relative success of the design based on the test results and criteria(11.B.3f)
  11. Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence(3.B.3a)
  12. Revise sentences to correct awkward and confusing arrangements of sentenceelements (ID 13-15)
  13. Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs (3.B.3b)
  14. Revise vague nouns and pronouns that create obvious logic problems (ID 13-15)

Quarter 2:

Unit 3: Space Science

  1. Describe and compare the chemical and physical characteristics of galaxies and objects within galaxies (e.g., pulsars, nebulae, black holes, dark matter, stars) by analyzing electromagnetic spectrum. (12.F.4b)
  2. Select data from a complex data presentation (e.g., a table or graph with more than three variables; a phase diagram) (ID 20-23)
  3. Find basic information in a brief body t (ID 16-19)
  4. Represent fractions, decimals, percentages, exponents and scientific notation in equivalent forms. (6.A.3)
  5. Compare and contrast the sun as a star with other objects in the Milky Way Galaxy (e.g., nebulae, dust clouds, stars, black holes) by analyzing H-R diagrams. (12.F.3c)
  6. Select data from a complex data presentation (e.g., a table or graph with more than three variables; a phase diagram) (ID 20-23)
  7. Determine how the value of one variable changes as the value of another variable changes in a complex data presentation (ID 24-27)
  8. Explain theories, past and present, for changes observed in the universe by examining models of the solar system. (12.F.4a)
  9. Identify key issues or assumptions in a model (ID 20-23)
  10. Identify strengths and weaknesses in one or more models (ID 24-27)
  11. Explain how the seasons relate to the Earth’s tilt (12.F.2a)
  12. Compare data from a complex data presentation (ID 24-27)
  13. Compare or combine data from a simple data presentation (e.g., order or sum data from a table) (ID 20-23)
  14. Describe the organization and physical characteristics of the solar system (e.g., sun, planets, satellites, asteroids, comets). (12.F.3b)
  15. Analyze given information when presented with new, simple information (ID 24-27)
  16. Produce documents that exhibit writing techniques appropriate to scientific investigations that show clarity of focus, logic of organization, appropriate elaboration and support and overall coherence(3.B.4a)

Second Semester

Quarter 3:

Unit 4: Earth’s History

  1. Describe how rock sequences and fossil remains are used to interpret the age and changes in the Earth.(12.E.4b)rock dating
  2. Select data from a complex data presentation (ID 20-23)
  3. Translate information into a table (ID 20-23)
  4. Determine how the value of one variable changes as the value of another variable changes in a simple data presentation (ID 16-19)
  5. Solve routine one-step arithmetic problems (using whole numbers, fractions, and decimals) such as single-step percent (ID 16-19)

Unit 5: Geosphere

  1. Describe and explain short term and long term interactions of the tectonic plates (12.E.2b)
  2. Select data from a complex data presentation (ID 20-23)
  3. select a simple hypothesis that is supported by a data presentation or a model (ID 20-23)
  4. Identify and explain the rock cycle(12.E.2a )
  5. Select two or more pieces of data from a complex data presentation (ID 20-23)
  6. Compare data from a complex data presentation (ID 24-27)
  7. Collect and record data accurately using consistent measuring and recording techniques and media.(11.A.3c)rocks and minerals
  8. Understand the methods and tools used in a moderately complex experiment (ID 20-23)
  9. Translate information into a table (ID 20-23)
  10. Select a simple hypothesis, prediction, or conclusion that is supported by two or more data presentations or models (ID 20-23)

Quarter 4:

Unit 6: Hydrosphere

  1. Describe interactions between the geosphere and hydrosphere using the example of weathering and erosion.(12.E.3b)
  2. Translate information into a table, graph, or diagram (ID 20-23)
  3. Identify a clear main idea or purpose of straightforward paragraphs in uncomplicated literary narratives (ID 16-19)
  4. Identify a control in an experiment (ID 20-23)
  1. Analyze and explain the effects of gravitational force on ocean tides (12.F.3a)
  2. Translate information into a graph (ID 20-23)
  3. Determine how the value of one variable changes as the value of another variable changes in a complex data presentation (ID 24-27)
  4. Select a simple prediction that is supported by a data presentation (ID 20-23)
  5. Produce documents that exhibit writing techniques appropriate to scientific investigations that show clarity of focus, logic of organization, appropriate elaboration and support and overall coherence(3.B.4a)
  6. Revise sentences to correct awkward and confusing arrangements of sentence elements (ID 13-15)
  7. Delete obviously synonymous and wordy materials in a sentence (ID 16-19)
  8. Identify and explain the water cycle (12.E.2a)
  9. Select data from a complex data presentation (ID 20-23)
  10. Identify key issues or assumptions in a model (ID 20-23)
  11. Identify strengths and weaknesses in one or mode models (ID 24-27)

Unit 7: Atmosphere & Biosphere

  1. Identify and describe patterns of weather and climate(12.E.1b)
  2. Select data from a complex data presentation (ID 20-23)
  3. Describe interactions between the biosphere and atmosphere(12.E.3b)
  4. Select a simple conclusion that is supported by a data presentation or a model (ID 20-23)
  5. Identify similarities and differences between experiments (ID 20-23)
  6. Describe interactions between hydrosphere and atmosphere that have resulted in ongoing changes of Earth through analyzing sea ice extent
  7. Translate information into a graph (ID 20-23)
  8. Interpolate between data points in a table or graph (ID 24-27)

5. Attachments/Appendices

Grade Awareness:Students and parents are required to check grades online at least once a week to monitor the progress. This is my only method of communicating grade information to students and parents.

Student Portal

Parent Portal

Homework:Homework will be assigned 1-2 times a week. It is the student’s responsibility to write down homework assignment, bring home the necessary supplies to complete it, and to turn it in on time. Parents are encouraged to check their student’s binder or planner for homework assignments.

Absent work:It is a student’s responsibility to obtain make-up work. Call your study buddy for it or ask to see teacher’s planner where it can be found. Absent work should be turned in 1 day after your return to class.

Reminder Service:I will be sending after the bell reminders and announcements via Remind101. You can subscribe to text-message or e-mail reminder service. (Standard messaging rates apply)

For Students:

For Parents:

Life Lines

Study Buddy Phone Numbers

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Important Links:

Class Syllabus

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Parent Portal

Class SyllabusScan QR Code to Download

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