Wasco High School Course: Earth Science 2012-2013
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideText: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Week of8/20 - 8/24Week of8/13 - 8/17DateEssential Standard(s)Investigation and Experimentation1. Scientific progress is made byasking meaningful questions andconducting careful investigations. As abasis for understanding this conceptand addressing the content in theother four strands, students shoulddevelop their own questions andperform investigations.f. Distinguish between hypothesis andtheory as scientific terms.g. Recognize the usefulness andlimitations of models and theories asscientific representations of reality.Investigation and Experimentation1. Scientific progress is made byasking meaningful questions andconducting careful investigations. As abasis for understanding this conceptand addressing the content in theother four strands, students shoulddevelop their own questions andperform investigations.h. Read and interpret topographic andgeologic maps.Material(s)Class SyllabusTeacher selected materials on LabSafetyTexto Chapter 1o Page 4Teacher generated worksheetsAssessment(s)Formative AssessmentBell WorkGroupingQuestioning/DiscussionWorksheets:o Lab Safetyo Scientific ProcessTeacher ObservationSummative AssessmentLab Safety QuizTexto Chapter 2o Page 26Student NotebookTeacher generated worksheetsFormative AssessmentBell WorkThink, Pair, ShareQuestioning/DiscussionWorksheets:o Topographic Mappingo Metric SystemTeacher Observation
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of9/3 - 9/7Week of8/27 – 8/31Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Earth’s Place in the Universe1. Dynamic Earth Astronomy andplanetary exploration reveal the solarsystem’s structure, scale, and changeover time. As a basis forunderstanding this concept:b. Students know the evidence from Earthand moon rocks indicates that the solarsystem was formed from a nebular cloudof dust and gas approximately 4.6 billionyears ago.Texto Chapter 2o Page 26Student NotebookTeacher generated worksheetsLab MaterialsProcesses3. Plate tectonics operating overgeologic time has changed thepatterns of land, sea, and mountainson Earth's surface. As the basis forunderstanding this concept:c. Students know how to explain theproperties of rocks based on the physicaland chemical conditions in which theyformed, including plate tectonicprocesses. Biogeochemical Cycles9/3 Labor DayTexto Chapter 4o Page 76Student NotebookTeacher generated worksheetsFormative AssessmentBell WorkQuestioning/DiscussionWorksheetsLabTeacher ObservationSummative AssessmentUnit QuizFormative AssessmentBell WorkQuestioning/DiscussionWorksheets:o Rock ClassificationTeacher Observation
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of9/10 - 9/14Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Processes3. Plate tectonics operating overgeologic time has changed thepatterns of land, sea, and mountainson Earth's surface. As the basis forunderstanding this concept:c. Students know how to explain theproperties of rocks based on the physicaland chemical conditions in which theyformed, including plate tectonicprocesses.Biogeochemical Cycles7. Each element on Earth movesamong reservoirs, which exist in thesolid earth, in oceans, in theatmosphere, and within and amongorganisms as part of biogeochemicalcycles. As a basis for understandingthis concept:a. Students know the carbon cycle ofphotosynthesis and respiration and thenitrogen cycle.b. Students know the global carbon cycle:the different physical and chemical formsof carbon in the atmosphere, oceans,biomass, fossil fuels, and the movementof carbon among these reservoirs.c. Students know the movement of matteramong reservoirs is driven by Earth'sinternal and external sources of energy.d. * Students know the relative residencetimes and flow characteristics of carbon inand out of its different reservoirs.9/10-9/14 ACE #1Texto Chapter 5o Page 98Student NotebookTeacher generated worksheetsLab MaterialsFormative AssessmentBell WorkQuestioning/DiscussionGraphic OrganizersWorksheets:o Rock CycleLabTeacher ObservationProgress Report 9/14Interim AssessmentACE #1Summative AssessmentUnit Quiz
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of9/17 - 9/21Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Processes3. Plate tectonics operating overgeologic time has changed thepatterns of land, sea, and mountainson Earth's surface. As the basis forunderstanding this concept:a. Students know features of the oceanfloor (magnetic patterns, age, and seafloor topography) provide evidence ofplate tectonics.b. Students know the principal structuresthat form at the three different kinds ofplate boundaries.Earth’s Place in the Universe1. Dynamic earth, astronomy andplanetary exploration reveal the solarsystem's structure, scale, and changeover time. As a basis forunderstanding this concept:c. Students know the evidence fromgeological studies of Earth and otherplanets suggest that the early Earth wasvery different from Earth today.Texto Chapter 17o Page 442Student NotebookTeacher generated worksheetsACE #1 AnalysisFormative AssessmentBell WorkQuestioning/DiscussionExit SlipsWorksheets:o Plate TectonicsTeacher Observation
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of9/24 - 9/28Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Processes3. Plate tectonics operating overgeologic time has changed thepatterns of land, sea, and mountainson Earth's surface. As the basis forunderstanding this concept:d. Students know why and howearthquakes occur and the scales used tomeasure their intensity and magnitude.Texto Chapter 17o Page 442Student NotebookTeacher generated worksheetsLab MaterialsFormative AssessmentBell WorkQuestioning/DiscussionThink, Pair, ShareWorksheets:o Rock CycleLabTeacher ObservationSummative AssessmentUnit Quiz
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of10/1 - 10/5Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Processes3. Plate tectonics operating overgeologic time has changed thepatterns of land, sea, and mountainson Earth's surface. As the basis forunderstanding this concept:f. * Students know the explanation for thelocation and properties of volcanoes thatare due to hot spots and the explanationfor those that are due to subduction.Structure and Composition of theAtmosphere8. Life has changed Earth'satmosphere, and changes in theatmosphere affect conditions for life.As a basis for understanding thisconcept:b. Students know how the composition ofEarth's atmosphere has evolved overgeologic time and know the effect ofoutgassing, the variations of carbondioxide concentration, and the origin ofatmospheric oxygen.Texto Chapter 18o Page 470Student NotebookTeacher generated worksheetsFormative AssessmentBell WorkQuestioning/DiscussionWorksheets:o VolcanoesTeacher Observation
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of10/8 - 10/12Processes3. Plate tectonics operating overgeologic time has changed thepatterns of land, sea, and mountainson Earth's surface. As the basis forunderstanding this concept:e. Students know there are two kinds ofvolcanoes: one kind with violent eruptionsproducing steep slopes and the other kindwith voluminous lava flows producinggentle slopes.f. * Students know the explanation for thelocation and properties of volcanoes thatare due to hot spots and the explanationfor those that are due to subduction.Week of10/15 - 10/19Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Processes3. Plate tectonics operating overgeologic time has changed thepatterns of land, sea, and mountainson Earth's surface. As the basis forunderstanding this concept:e. Students know there are two kinds ofvolcanoes: one kind with violent eruptionsproducing steep slopes and the other kindwith voluminous lava flows producinggentle slopes.f. * Students know the explanation for thelocation and properties of volcanoes thatare due to hot spots and the explanationfor those that are due to subduction.ACE # 2 (10/8-10/12)Last week of First QuarterTexto Chapter 18o Page 470Student NotebookTeacher generated worksheetsFormative AssessmentBell WorkQuestioning/DiscussionExit SlipsWorksheets:o VolcanoesTeacher Observation10/12 End of 1st QuarterTexto Chapter 18o Page 470Student NotebookTeacher generated worksheetsLap top computersACE # 2 AnalysisFormative AssessmentBell WorkQuestioning/DiscussionThink, Pair, ShareWorksheets:o VolcanoesPPT Presentation on VolcanoesTeacher ObservationSummative AssessmentUnit Quiz
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of10/29 - 11/2Week of10/22 - 10/26Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Processes3. Plate tectonics operating overgeologic time has changed thepatterns of land, sea, and mountainson Earth's surface. As the basis forunderstanding this concept:d. Students know why and howearthquakes occur and the scales used tomeasure their intensity and magnitude.Texto Chapter 19o Page 494Student NotebookTeacher generated worksheetsLab MaterialsFormative AssessmentBell WorkQuestioning/DiscussionWorksheets:o Earthquakes and Earth’sInteriorTeacher ObservationProcesses3. Plate tectonics operating overgeologic time has changed thepatterns of land, sea, and mountainson Earth's surface. As the basis forunderstanding this concept:d. Students know why and howearthquakes occur and the scales used tomeasure their intensity and magnitude.Texto Chapter 19o Page 494Student NotebookTeacher generated worksheetsLab MaterialsFormative AssessmentBell WorkQuestioning/DiscussionWorksheets:o Earthquakes and Earth’sInteriorLabTeacher ObservationSummative AssessmentUnit Quiz
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of11/12 - 11/16Week of11/5 - 11/9Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007California Geology9. The geology of California underliesthe state's wealth of natural resourcesas well as its natural hazards. As abasis for understanding this concept:a. Students know the resources of majoreconomic importance in California andtheir relation to California's geology.b. Students know the principal naturalhazards in different California regions andthe geologic basis of those hazards.California Geology9. The geology of California underliesthe state's wealth of natural resourcesas well as its natural hazards. As abasis for understanding this concept:c. Students know the importance of waterto society, the origins of California 's freshwater, and the relationship betweensupply and need.d. Students know how to analyzepublished geologic hazard maps ofCalifornia and know how to use the map'sinformation to identify evidence ofgeologic events of the past and predictgeologic changes in the future.11/5-11/9 ACE #3Texto Chapter 25o Page 654Student NotebookTeacher generated worksheetsLab MaterialsProgress Report 11/911/12 Veteran’s DayTexto Chapter 25o Page 654Student NotebookTeacher generated worksheetsACE # 3 AnalysisThanksgiving Holiday 11/19-11/23Formative AssessmentBell WorkQuestioning/DiscussionWorksheets:o CaliforniaTeacher ObservationInterim AssessmentACE #3Formative AssessmentBell WorkQuestioning/DiscussionWorksheets:o CaliforniaTeacher Observation
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of12/3 - 12/7Week of11/26 - 11/30Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007California Geology9. The geology of California underliesthe state's wealth of natural resourcesas well as its natural hazards. As abasis for understanding this concept:c. Students know the importance of waterto society, the origins of California 's freshwater, and the relationship betweensupply and need.d. Students know how to analyzepublished geologic hazard maps ofCalifornia and know how to use the map'sinformation to identify evidence ofgeologic events of the past and predictgeologic changes in the future.Thanksgiving HolidayEnergy in the Earth System5. Heating of Earth's surface andatmosphere by the sun drivesconvection within the atmosphere andoceans, producing winds and oceancurrents. As a basis for understandingthis concept:a. Students know how differential heatingof Earth results in circulation patterns inthe atmosphere and oceans that globallydistribute the heat.b. Students know the relationshipbetween the rotation of Earth and thecircular motions of ocean currents and airin pressure centers.Texto Chapter 25o Page 654o Reference Ch 7-10(CA standard 9d)Student NotebookTeacher generated worksheetsLab MaterialsFormative AssessmentBell WorkQuestioning/DiscussionWorksheets:o CaliforniaLabTeacher ObservationSummative AssessmentUnit QuizTexto Chapter 15o Page 384Student NotebookTeacher generated worksheetsFormative AssessmentBell WorkQuestioning/DiscussionWorksheets:o OceanTeacher Observation
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of12/17 - 12/21Week of12/10 - 12/14Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Energy in the Earth System5. Heating of Earth's surface andatmosphere by the sun drivesconvection within the atmosphere andoceans, producing winds and oceancurrents. As a basis for understandingthis concept:d. Students know properties of oceanwater, such as temperature and salinity,can be used to explain the layeredstructure of the oceans, the generation ofhorizontal and vertical ocean currents,and the geographic distribution of marineorganisms.Energy in the Earth System6. Climate is the long-term average of aregion's weather and depends onmany factors. As a basis forunderstanding this concept:b. Students know the effects on climate oflatitude, elevation, topography, andproximity to large bodies of water andcold or warm ocean currents.Texto Chapter 15 &16o Pages 384 & 412Student NotebookTeacher generated worksheetsLab MaterialsFormative AssessmentBell WorkGroupingQuestioning/DiscussionLabo Tidal CyclesTeacher ObservationTexto Chapter 15 &16o Pages 384 & 412Student NotebookTeacher generated worksheetsFormative AssessmentBell WorkGroupingQuestioning/DiscussionWorksheets:o Semester ReviewTeacher ObservationFINALSSummative AssessmentFirst Semester Final ExamEND OF 1ST SEMESTERLast week of 2nd quarter
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideText: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Week of12/24 - 12/28Winter Break- No SchoolWeek of1/7- 1/11Week of12/30 - 1/4Winter Break- No SchoolEnergy in the Earth System4. Energy enters the Earth systemprimarily as solar radiation andeventually escapes as heat. As a basisfor understanding this concept:b. Students know the fate of incomingsolar radiation in terms of reflection,absorption, and photosynthesis.6. Climate is the long-term average of aregion's weather and depends onmany factors. As a basis forunderstanding this concept:a. Students know weather (in the shortrun) and climate (in the long run) involvethe transfer of energy into and out of theatmosphere.Texto Chapter 11o Page 270Student NotebookTeacher generated worksheetsFormative AssessmentBell WorkQuestioning/DiscussionWorksheets:o AtmosphereTeacher Observation
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of1/21 - 1/25Week of1/14 - 1/18Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Structure and Composition of theAtmosphere8. Life has changed Earth'satmosphere, and changes in theatmosphere affect conditions for life.As a basis for understanding thisconcept:a. Students know the thermal structureand chemical composition of theatmosphere.c. Students know the location of theozone layer in the upper atmosphere, itsrole in absorbing ultraviolet radiation, andthe way in which this layer varies bothnaturally and in response to humanactivities.Energy in the Earth System5. Heating of Earth's surface andatmosphere by the sun drivesconvection within the atmosphere andoceans, producing winds and oceancurrents. As a basis for understandingthis concept:a. Students know how differential heatingof Earth results in circulation patterns inthe atmosphere and oceans that globallydistribute the heat.b. Students know the relationshipbetween the rotation of Earth and thecircular motions of ocean currents and airin pressure centers.e. Students know rain forests and desertson Earth are distributed in bands atspecific latitudes.Texto Chapter 11o Page 270Student NotebookTeacher generated worksheetsLab MaterialsFormative AssessmentBell WorkQuestioning/DiscussionWorksheets:o AtmosphereTeacher ObservationLabSummative AssessmentUnit Quiz1/21 MLK HolidayTexto Chapter 12o Page 298Student NotebookTeacher generated worksheetsFormative AssessmentBell WorkQuestioning/DiscussionWorksheets:o Air Pressure & WindTeacher ObservationSummative Assessment
Wasco High SchoolCourse: Earth Science2012-2013 Pacing GuideWeek of2/4 - 2/8Week of1/28 – 2/1Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007Energy in the Earth System5. Heating of Earth's surface andatmosphere by the sun drivesconvection within the atmosphere andoceans, producing winds and oceancurrents. As a basis for understandingthis concept:f. Students know the interaction of windpatterns, ocean currents, and mountainranges results in the global pattern oflatitudinal bands of rain forests anddeserts.g. Students know features of the ENSO(El Niño southern oscillation) cycle interms of sea-surface and
Text: Earth Science: Geology, the Environment, and the Universe(California Edition), Glencoe Science, McGraw Hill 2007 Lab Manual: Earth Science: Geology, the Environment, and the Universe (California Edition), Glencoe Science, McGraw Hill 2007 Date Essential Standard(
Installation Instructions for Wasco E-Class Skylights. EF EFHR EV EVM. INSTALLATION VIDEO www.wascoskylights.com. Installation Instructions for Wasco E-Class Skylight 3017501. STEP 1. Snap the aluminum brackets (provided) in the groove found directly underneath the Ultraseal Flashing, spacing approximately 6" from corners (4" on 14" side) and in the middle of the side when 3 are used.
0.8 M Earth 1 M Earth 0.1 M Earth Planet Radius (R Earth): 0.95 R Earth 1 R Earth 0.5 R Earth Distance from Sun (DEarth): 0.7 D Earth 1 D Earth 1.5 D Earth Average Surface Temperature: 456 oC 10 oC -95 oC Atmosphere: T
EARTH / MOON WHITE EARTH / MIAMI WHITE EARTH / MULTICOLOR EARTH / LIGHT GREY colors EARTH / OUTDOOR 2CM EARTH / LIGHT GREY p.22 EARTH / DARK GREY p.26 EARTH / DARK GREY. 2 Drawing inspiration from the Dolomites in Northeastern Italy, Earth
Using (A) Earth, Earth’s Moon, Mars Comparison worksheet, ask students to make a prediction using a drawing of the Earth, Earth’s Moon, and Mars, showing what they think the sizes are in relationship to each other. B. Look at the image of Earth and Earth
Section 3: Exploring Earth's Moon Section 1: Earth Section 2: The Moon - Earth's Satellite. Chapter 23: The Sun-Earth-Moon System Section 1: Earth Grade 6 Earth Science . view at daybreak. Earth continues to spin, making it seem as if the Sun moves across the sky until it sets at night.
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