GRADE LEVEL: Grades 11 and 12 CONTENT AREA: Earth Science

UNIT: Unit 1- Ch. 1 and 2: Earth as a System

UNIT OVERVIEW: In this unit, students will explore the branches of earth science, structure of
earth, earth’s spheres, earth’s systems, and ecosystems. Within this unit, students will have an
Introduction to earth science, answer the question “What is Earth Science”, explore science as a
process, earth as a system, a new view of earth, and cycles and the earth.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 9-12.ESS2.A.2 Analyze geoscientific data to make the claim
that one change to Earth's surface can create changes to other Approx.
Earth systems
2. 9-12.ESS2.D.1 Develop a quantitative model to describe the
cycling of carbon among the hydrosphere, atmosphere,
2.5 Weeks
geosphere, and biosphere
3. 9-12.PS3.B.1 Plan and conduct an investigation to provide UNIT SUMMATIVE
evidence that the transfer of thermal energy when two ASSESSMENT LINK:
components of different temperature are combined within a
closed system results in a more uniform energy distribution
among the components in the system

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1. How do Earth’s major systems interact?

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GRADE LEVEL: Grade 11 and 12 CONTENT AREA: Earth Science UNIT:
Unit 2-Ch. 3: Mapping and Models of the Earth

UNIT OVERVIEW: In this unit, students will explore latitude & longitude, reading a map,
topographic maps, iso- maps, and satellite maps. Within this unit, students will explore models
of earth by finding locations on earth, mapping earth’s surface and investigating different types
of maps.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 6-8.GEO.1.G.A Create and use maps, graphs, statistics,
and geospatial technology in order to explain relationships Approx. 1.5
and reveal spatial patterns or trends.
Weeks
UNIT SUMMATIVE
ASSESSMENT LINK:

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1.

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ASSESSMENT LINKS:

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GRADE LEVEL: Grades 11 and 12 CONTENT AREA: Earth Science
UNIT: Unit 3-Ch.4: Earth Chemistry

UNIT OVERVIEW: In this unit, students will investigate the properties of matter, atomic
structure, periodic table, balancing equations, chemical bonding, and mixtures.

STANDARDS ADDRESSED IN UNIT : DURATION OF

1. 9-12.PS1.B.3 Use symbolic representations and mathematical UNIT:
calculations to support the claim that atoms, and therefore mass,
are conserved during a chemical reaction Approx. 2
2. 9-12.PS1.A.3 Plan and conduct an investigation to gather
evidence to compare physical and chemical properties of
substances such as melting point, boiling point, vapor pressure,
Weeks
surface tension, and chemical reactivity to infer the relative
strength of attractive forces between particles. UNIT SUMMATIVE
ASSESSMENT
LINK:

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1.

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UNIT OVERVIEW: In this unit, students will investigate kinds of minerals, crystalline structure,
physical and chemical properties of minerals, rock cycle,igneous rocks, sedimentary rocks,
metamorphic rock, weathering and erosion. Within this unit, students will answer the question
“What is a Mineral?”, along with exploring mineral identification, and “How Rocks Form?”

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 9-12.ESS2.A.2 Analyze geoscientific data to make the
claim that one change to Earth's surface can create Approx. 3
changes to other Earth systems
2. 9-12.ESS2.A.3 Develop a model based on evidence of
Earth’s interior to describe the cycling of matter by
Weeks
thermal convection
3. 9-12.ESS2.C.1 Plan and conduct an investigation of the UNIT SUMMATIVE
properties of water and its effects on Earth materials and ASSESSMENT LINK:
surface processes.

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1. How do the properties and movements of water shape Earth's surface and affect its
systems?

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ASSESSMENT LINKS:

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GRADE LEVEL: Grades 11 and 12 CONTENT AREA: Earth Science UNIT:
Unit 5-Ch. 7: Resources and The Environment

UNIT OVERVIEW: In this unit, students will explore minerals, nonrenewable energy, renewable
energy, and environmental impact.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 9-12.ESS3.A.1 Construct an explanation based on evidence
for how the availability of natural resources, occurrence of Approx. 2.5
natural hazards, and changes in climate have influenced
human activity
2. 9-12.ESS3.A.2 Evaluate competing design solutions for
Weeks
developing, managing, and utilizing energy and mineral
resources based on economic, social, and environmental cost- UNIT SUMMATIVE
benefit ratios. ASSESSMENT LINK:
3. 9-12.ESS3.C.1 Create a computational simulation to illustrate
the relationships among management of natural resources, the
sustainability of human populations, and biodiversity
4. 9-12.ESS3.C.2 Evaluate or refine a technological solution that
reduces impacts of human activities on natural systems in
order to restore stability and or biodiversity of the ecosystem
as well as prevent their reoccurrences.

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1. How do humans depend on Earth's resources?
2. How do natural hazards affect individuals and societies?
3. How do humans change the planet?

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ASSESSMENT
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GRADE LEVEL: Grades 11 and 12 CONTENT AREA: Earth Science UNIT:

Unit 6: Ch 8 and 9-History of the Earth

UNIT OVERVIEW: In this unit, students will investigate relative age, absolute age, fossils,
geologic time, and evolution.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 9-12.ESS.C.2 Apply scientific reasoning and evidence from
ancient Earth materials, meteorites, and other planetary Approx. 2.5
surfaces to construct an account of Earth’s formation and
early history.
2. 9-12.ESS2.A.2 Analyze geoscientific data to make the claim
Weeks
that one change to Earth's surface can create changes to
other Earth systems UNIT SUMMATIVE
3. 9-12.ESS2.A.3 Develop a model based on evidence of ASSESSMENT LINK:
Earth’s interior to describe the cycling of matter by thermal
convection
4. 9-12.ESS2.E.1 Construct an argument based on evidence
about the simultaneous coevolution of Earth’s systems and
life on Earth

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1. How do people reconstruct and date events in Earth’s planetary history?

LESSON RESOURCE LINKS AND WEBSITES: MID-UNIT FORMATIVE

ASSESSMENT LINKS:

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GRADE LEVEL: Grades 11 and 12 CONTENT AREA: Earth Science UNIT: Unit 7: Ch. 10
and 11-Plate Tectonics and Deformation of the Crust

UNIT OVERVIEW: In this unit, students will investigate Wegener, sea-floor spreading, tectonic
plates, plate boundaries, supercontinent cycle, rock deformation, and mountains.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 9-12.ESS1.C.1 Evaluate evidence of the past and current
movements of continental and oceanic crust, the theory of plate Approx. 2
tectonics, and relative densities of oceanic and continental
rocks to explain why continental rocks are generally much older
than rocks of the ocean floor.
Weeks
2. 9-12.ESS2.A.1 Develop a model to illustrate how Earth’s interior
and surface processes (constructive and destructive) operate at UNIT SUMMATIVE
different spatial and temporal scales to form continental and ASSESSMENT LINK:
ocean-floor features.
3. 9-12.ESS2.A.3 Develop a model based on evidence of Earth’s
interior to describe the cycling of matter by thermal convection

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1. Why do the continents move, and what causes earthquakes and volcanoes?

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GRADE LEVEL: Grades 11 and 12 CONTENT AREA: Earth Science
UNIT: Unit 8: Ch. 12-Earthquakes

UNIT OVERVIEW: In this unit, students will explore seismic waves, fault zones, locating
earthquakes, and tsunamis. In this unit, students will also answer the question: “ How and
Where Earthquakes occur”. Students will answer this question by locating and measuring
earthquakes, exploring earthquake hazards, and studying earth’s interior.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 9-12.ESS2.A.1 Develop a model to illustrate how Earth’s
interior and surface processes (constructive and destructive) Approx. 2.5
operate at different spatial and temporal scales to form
continental and ocean-floor features.
2. 9-12.ESS2.A.3 Develop a model based on evidence of
Weeks
Earth’s interior to describe the cycling of matter by thermal
convection. UNIT SUMMATIVE
ASSESSMENT LINK:

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1. Why do the continents move, and what causes earthquakes and volcanoes?

LESSON RESOURCE LINKS AND WEBSITES: MID-UNIT FORMATIVE

ASSESSMENT LINKS:

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GRADE LEVEL: Grades 11 and 12 CONTENT AREA: Earth Science
UNIT: Unit 9: Ch. 13-Volcanoes

UNIT OVERVIEW: In this unit, students will explore the formation of magma, intrusive activity,
types of eruptions, types of volcanoes, and Journey to the Center of the Earth. Within this unit,
students will answer the question; “How and Where Volcanoes Form?”. To answer this question
students will explore magma and erupted materials, volcanic landforms, and extraterrestrial
volcanism.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 9-12.ESS2.A.1 Develop a model to illustrate how Earth’s
interior and surface processes (constructive and destructive) Approx. 3
operate at different spatial and temporal scales to form
continental and ocean-floor features.
2. 9-12.ESS2.A.3 Develop a model based on evidence of
Weeks
Earth’s interior to describe the cycling of matter by thermal
convection. UNIT SUMMATIVE
ASSESSMENT LINK:

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1. Why do the continents move, and what causes earthquakes and volcanoes?

LESSON RESOURCE LINKS AND WEBSITES: MID-UNIT FORMATIVE

ASSESSMENT LINKS:

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GRADE LEVEL: Grades 11 and 12 CONTENT AREA: Earth Science UNIT: Unit 10:
Ch. 19, 20, 22-The Atmosphere, Weather, and Climate

UNIT OVERVIEW: In this unit, students will explore the layers of the atmosphere, composition
of the atmosphere, solar radiation, global wind patterns, seasons, climate zones, greenhouse
gas effect, and climate change.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 9-12.ESS2.A.4 Use a model to describe how variations in the
flow of energy into and out of Earth’s systems result in Approx. 2.5
changes in climate.
2. 9-12.ESS3.D.1 Analyze geoscientific data and the results from
global climate models to make an evidence-based forecast of
Weeks
the current rate of global or regional climate change and
associated future impacts to Earth systems. UNIT SUMMATIVE
3. 9-12.ESS3.D.2 Predict how human activity affects the ASSESSMENT LINK:
relationships between Earth systems in both positive and
negative ways.

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1. What regulates weather and climate?
2. How do humans change the planet?
3. How do people model and predict the effects of human activities on Earth's climate?

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GRADE LEVEL: Grades 11 and 12 CONTENT AREA: Earth Science
UNIT: Unit 11-Ch. 21-Weather

UNIT OVERVIEW: In this unit, students will investigate station models, humidity, clouds, forms
of precipitation, types of fronts, weather instruments, and weather prediction.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 6-8.ESS2.C.3 Develop and use a model to describe how
unequal heating and rotation of the Earth cause patterns of Approx. 2
atmospheric and oceanic circulation that determine regional
climates.
2. 6-8.ESS2.C.2 Research, collect, and analyze data to provide
Weeks
evidence for how the motions and complex interactions of air
UNIT SUMMATIVE
masses results in changes in weather conditions.
ASSESSMENT LINK:

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1.

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ASSESSMENT LINKS:
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GRADE LEVEL: Grades 11 and 12 CONTENT AREA: Earth Science

UNIT: Unit 12-Ch. 23 and 24-Earth's Ocean

UNIT OVERVIEW: In this unit, students will explore global ocean, deep ocean, dissolved gases,
salinity, marine life, ocean pollution, ocean currents, and tides. Within this unit students will
investigate the ocean basins, which includes; the water planet, features of the ocean floor, and
ocean-floor sediments. Also within this unit, students will explore ocean water, which includes,
properties of ocean water, life in the oceans, and ocean resources.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 9-12.ESS2.A.1 Develop a model to illustrate how Earth’s
interior and surface processes (constructive and destructive) Approx. 2
operate at different spatial and temporal scales to form
continental and ocean-floor features.
2. 9-12.ESS2.C.1 Plan and conduct an investigation of the
Weeks
properties of water and its effects on Earth materials and
surface processes. UNIT SUMMATIVE
ASSESSMENT LINK:

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1.

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 ASSESSMENT LINKS:

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GRADE LEVEL: Grades 11 and 12 CONTENT AREA: Earth Science UNIT:

Unit 13-Ch. 26, 27, 28-Earth's History and Space

UNIT OVERVIEW: In this unit, students will explore telescopes, constellations, formation of the
solar system, planets, moons, asteroids, comets, meteorites, and Kepler’s Law. Within this unit
students will study space by investigating the universe, and the movements of Earth. Students
will also Study the planets and the solar system by exploring the inner planets, the outer
planets, planetary satellites, and solar system debris. Students will also investigate minor bodies
of the solar system by looking at the earth’s moon, movements of the moon, and satellites of
other planets.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 9-12.ESS1.B.1 Use Kepler’s Law to predict the
motion of orbiting objects in the solar system. Approx. 2.5
Weeks
UNIT SUMMATIVE
ASSESSMENT LINK:

ESSENTIAL QUESTIONS ADDRESSED IN UNIT:

1. What are the predictable patterns caused by Earth's movement in the solar system?
LESSON RESOURCE LINKS AND WEBSITES: MID-UNIT FORMATIVE
ASSESSMENT LINKS:

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GRADE LEVEL: Grades 11/12 CONTENT AREA: Earth Science UNIT: Unit 14: Ch. 29
and 30- The Sun & Stars, Galaxies, and the Universe

UNIT OVERVIEW: In this unit, students will investigate mass to energy conversion, sun’s
atmosphere, sunspots, solar eruptions, H-R diagrams, stellar evolution, black holes, and big
bang theory.

STANDARDS ADDRESSED IN UNIT : DURATION OF UNIT:

1. 9-12.ESS1.A.1 Develop a model based on evidence to
illustrate the life span of the Sun and the role of nuclear Approx. 2.5
fusion in the Sun’s core to release energy in the form of
radiation.
2. 9-12.ESS1.A.2 Construct an explanation of the Big Bang
Weeks
theory based on astronomical evidence of light spectra,
motion of distant galaxies, and composition of matter in the UNIT SUMMATIVE
universe. ASSESSMENT LINK:
3. 9-12.ESS1.A.3 Communicate scientific ideas about the way
stars, over their life cycle, produce elements.
4. 9-12.PS3.A.3 Design, build, and refine a device that works
within given constraints to convert one form of energy into
another form of energy.
ESSENTIAL QUESTIONS ADDRESSED IN UNIT:
1. What is the universe, and what goes on in the stars?

LESSON RESOURCE LINKS AND WEBSITES: MID-UNIT FORMATIVE

ASSESSMENT LINKS:

LESSON RESOURCE LINKS AND WEBSITES CONTINUED…

Earth Science

Course Details
Timeframe Unit Instructional Topics
Astronomy 1. Studying Space
2. Origin(s) of the Universe
3. Galaxies and Stars
4. Our Solar System
5. Formation of Earth

7 Week(s)

Historical Geology 1. Geologic Time Scale

2. Precambrian and the Paleozoic
3. Mesozoic and Cenozoic

4 Week(s)

Geology 1. Structure of Earth

2. Theory of Plate Tectonics
3. Orogeny
4. Seismology
5. Volcanology

6 Week(s)

Hydrology 1. Weathering and Erosion

2. Stream Development
3. Groundwater
4. Water Management

4 Week(s)

Earth's Resources 1. Nonrenewable Resources

2. Renewable Resources
3. Resource Management

4 Week(s)

Oceanography 1. Features of the Ocean Floor

2. Ocean Water
3. Ocean Currents
4. Ocean Conservation
4 Week(s)

Meteorology 1. The Atmosphere

2. Energy in the Atmosphere
3. Water in the Atmosphere
4. Air Masses and Fronts
5. Weather
6. Climate

7 Week(s)

Nature of Science 1. Experimental Design

2. Interpreting and Creating Data
3. Scientific Communication

Ongoing

Scope And Sequence

Course Description

Unit: Astronomy Duration: 7 Week(s)

Topic: Studying Space Duration: 1 Week(s)
Learning Targets
Identify and describe the tools that astronomers use to study the universe.
Explain how astronomers use light to study the universe.
Discuss how models of our solar system and our universe have changed over time.
Topic: Origin(s) of the Universe Duration: 1 Week(s)
Learning Targets
Discuss the major postulates of the Big Bang Model.
Describe how the Big Bang Theory was developed.
Discuss the evidence that supports the Big Bang Model.
Topic: Galaxies and Stars Duration: 1 Week(s)
Learning Targets
Course Summary 08/22/2018 01:05 PM
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Page 1

Warren County R-III, MO

Grade(s) 9th - 12th, Duration 1 Year, 1 Credit

Required Course

Science
Earth Science

Use the Hertzsprung-Russell Diagram to classify stars.

Describe the life cycle of a main sequence star.
Identify different types of stars and discuss how they develop.
Discuss the possible outcomes of a star when it dies and identify the factors that control its demise.
Topic: Our Solar System Duration: 2 Week(s)
Learning Targets
Describe the major stages of the nebular hypothesis.
Explain why the inner planets are rocky and the outer planets are gaseous.
Be able to identify the eight planets of the solar system by pictures and characteristics.
Describe the relative motion and orbits of the planets in our solar system.
Explore and discuss the major satellites that orbit the planets in our solar system
Topic: Formation of Earth Duration: 2 Week(s)
Learning Targets
Describe the effects of the orbital motion of Earth around the Sun.
Discuss the relationship between the moon and Earth.
Discuss how the Earth got its water and oxygen.
Unit: Historical Geology Duration: 4 Week(s)
Topic: Geologic Time Scale Duration: 2 Week(s)
Learning Targets
Compare and contrast absolute and relative age dating techniques.
Describe how relative age dating can be used to infer the age of an object.
Explain how radiometric dating can be used to find the absolute age of an object.
Be able to use a geologic time scale and index fossils to identify a specific period of time.
Topic: Precambrian and the Paleozoic Duration: 1 Week(s)
Learning Targets
Describe the major geologic events that occurred during the Pre-Cambrian and Paleozoic.
Discuss the factors that led to development of life during the Pre-Cambrian.
Discuss the major developments of life on Earth during the Paleozoic.
Topic: Mesozoic and Cenozoic Duration: 1 Week(s)
Learning Targets
Describe the major geologic events that occurred during the Mesozoic and Cenozoic.
Discuss how dinosaurs have evolved during the Mesozoic and Cenozoic.
Discuss the factors and environmental conditions that allowed mammals to flourish during the Cenozoic.
Unit: Geology Duration: 6 Week(s)
Topic: Structure of Earth Duration: 1 Week(s)
Learning Targets
Describe how geologists study the interntal structure of Earth.
Differentiate between the structural and compositional layers of the Earth.
Discuss the source of energy that powers Earth's internal "engine".
Topic: Theory of Plate Tectonics Duration: 2 Week(s)
Course Summary 08/22/2018 01:05 PM
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Page 2

Warren County R-III, MO

Grade(s) 9th - 12th, Duration 1 Year, 1 Credit

Required Course

Science
Earth Science

Learning Targets
Describe the development of the theory of plate tectonics.
Compare and contrast the continental drift and the theory of plate tectonics.
Be able to identify and describe the relative motions of the plates at the three types of plate boundaries
(transform, divergent, and convergent.
Explain the theory of plate tectonics and describe evidence that supports the theory.
Topic: Orogeny Duration: 3 Day(s)
Learning Targets
Describe the process of orogensis and how it relates to plate tectonics.
Topic: Seismology Duration: 1 Week(s)
Learning Targets
Describe the tectonic settings where earthquakes occur.
Explain how seismologists study earthquakes.
Discuss earthquake safety prior, during, and after.
Topic: Volcanology Duration: 1 Week(s)
Learning Targets
Describe the tectonic settings where volcanoes occur.
Describe the dangers that are associated with volcanoes.
Unit: Hydrology Duration: 4 Week(s)
Topic: Weathering and Erosion Duration: 1 Week(s)
Learning Targets
Differentiate between chemical and mechanical weathering and identify agents of each.
Define soil and describe the properties of soil.
Define erosion and describe the various ways in which erosion can occur.
Identify unique geologic features that can form due to weathering and erosion and describe how they
form.
Topic: Stream Development Duration: 1 Week(s)
Learning Targets
Identify and describe the properties of a stream or river.
Identify the major parts of a river system.
Discuss the advantages and disadvantages of living in a flood plain.
Discuss the advantages and disadvantages of living in a flood plain.
Topic: Groundwater Duration: 1 Week(s)
Learning Targets
Describe the factors of the surrounding bedrock that affect the development of groundwater.
Identify and describe the features of an aquifer.
Describe the geologic conditions in which features of Karst topography may form.
Identify and describe major features of Karst topography.
Topic: Water Management Duration: 1 Week(s)
Learning Targets
Discuss the limited availability of freshwater.
Identify the source of freshwater for Warren County and describe how it is treated and delivered to the
residents of Warren County.

Course Summary 08/22/2018 01:05 PM

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Page 3

Warren County R-III, MO

Grade(s) 9th - 12th, Duration 1 Year, 1 Credit
Required Course

Science
Earth Science

Discuss strategies in which freshwater can be conserved and how advances in science and technology can
address issues dealing with water
conservation.
Unit: Earth's Resources Duration: 4 Week(s)
Topic: Nonrenewable Resources Duration: 2 Week(s)
Learning Targets
Identify and describe various forms of nonrenewable resources.
Describe the formation of fossil fuels.
Discuss the availability of natural resources in the United States and locally in Missouri.
Topic: Renewable Resources Duration: 1 Week(s)
Learning Targets
Identify and describe some various sources of renewable energy.
Compare and contrast nonrenewable and renewable resources.
Topic: Resource Management Duration: 1 Week(s)
Learning Targets
Discuss the advantages and disadvantages of using nonrenewable resources.
Discuss the advantages and disadvantages of using renewable resources.
Discuss how advances in science and engineering can address issues concerning resource management.
Unit: Oceanography Duration: 4 Week(s)
Topic: Features of the Ocean Floor Duration: 1 Week(s)
Learning Targets
Identify and describe the main features of the ocean.
Topic: Ocean Water Duration: 3 Day(s)
Learning Targets
Describe the chemical composition of ocean water.
Describe the salinity, temperature, density, and color of ocean water and how it changes with depth.
Topic: Ocean Currents Duration: 1 Week(s)
Learning Targets
Identify and describe the major currents of the ocean.
Describe how oceanic currents affect weather patterns.
Topic: Ocean Conservation Duration: 1 Week(s)
Learning Targets
Discuss major problems that are facing today's oceans.
Unit: Meteorology Duration: 7 Week(s)
Topic: The Atmosphere Duration: 1 Week(s)
Learning Targets
Describe the chemical composition of the atmosphere.
Label and define the layers of the atmosphere.
Topic: Energy in the Atmosphere Duration: 1 Week(s)
Learning Targets
Describe three ways the solar energy interacts with the atmosphere.
Discuss the role the atmosphere plays in the Greenhouse effect.
Course Summary 08/22/2018 01:05 PM
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Page 4

Warren County R-III, MO

Grade(s) 9th - 12th, Duration 1 Year, 1 Credit

Required Course

Science
Earth Science
Describe how the uneven heating of the Earth's surface leads to the movement of air.
Topic: Water in the Atmosphere Duration: 1 Week(s)
Learning Targets
Describe how energy affects the phases of water.
Define humidity and discuss how it is used to describe atmospheric conditions.
Discuss the conditions required for clouds to form and describe how clouds are classified.
Define precipitation and identify the four major types and describe how meteorologists measure
precipitation.
Topic: Air Masses and Fronts Duration: 1 Week(s)
Learning Targets
Describe how an air mass forms and describe the four types of air masses in terms of temperature and
precipitation.
Discuss how air masses affect weather in North America and be able to locate their source.
Identify the different types of fronts and describe the weather that is associated with each.
Topic: Weather Duration: 1 Week(s)
Learning Targets
Identify and describe the instruments that meteorologists use to study weather.
Create a weather forecast based on a set of given conditions.
Describe the development of various forms of violent weather (thunderstorms, tornadoes, hurricanes, etc.)
and the dangers that they pose to
society.
Topic: Climate Duration: 1 Week(s)
Learning Targets
Define climate and differentiate between climate and weather.
Describe factors that affect climate.
Describe how climate has changed over time and how human activities may influence climate in the
future.
Unit: Nature of Science Duration: Ongoing
Topic: Experimental Design Duration: Ongoing
Learning Targets
Formulate a testable hypothesis.
Identify components of an experiment and explain the importance to the design of a valid experiment.
Design and conduct a valid experiment.
Topic: Interpreting and Creating Data Duration: Ongoing
Learning Targets
Determine the appropriate tools to collect and analyze data.
Differentiate between qualitative and quantitative data.
Be able to create a graphical representation of a given and/or collected data set.
Be able to analyze data for patterns, indiscrepancies, and validity. Be able to determine whether or not
data supports a hypothesis.
Topic: Scientific Communication Duration: Ongoing
Learning Targets
Write a proper lab report communicating the purpose of an experiment, data, and conclusions of an
experiment.
Communicate and defened a scientific argument.