Middle School Earth Science (Year Long: Grades 5-8)

Earth Science 

Middle School

Grades 5-8 Welcome

Length: Full Year Earth Science (2 Semesters)

Families can sign up for 1 semester or both semesters. An option for a condensed version is also available.

Includes: Access to class via Google Classroom, 5 assignments each week (85 total assignments each semester), access to graded assessments via Quizizz, vocabulary practice on Quizlet, online textbook resources, and science spiral template. 

Description of Class: 

An introduction to the study of the Earth using a systems approach. The focus will be on the subsystems (geosphere, hydrosphere, atmosphere, biosphere) and the dynamic interactions between them. The approach will be to develop an understanding of the balance that exists in the global environment as a result of the interactions between the systems. The course begins with a study of the Earth; relative to the rest of the solar system, continues to a study of the various Earth systems and processes (plate tectonics, earthquakes, weather, oceans, etc.), weather systems, and ends with a unit over the solar system.

Class Approach: Students will work in GC and/or Canvas on 5-7 weekly assignments. Along the way, students will add assignments, notes, and diagrams to their science spiral notebook. 

Goals:

HS-ESS1 Earth’s Place in the Universe

Students who demonstrate understanding can:

HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.

HS-ESS1-2. Construct an explanation of the past Earth theories based on astronomical evidence

of light spectra, motion of distant galaxies, and composition of matter in the universe.

HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce

elements.

HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

HS-ESS2 Earth’s Systems

Students who demonstrate understanding can:

HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).]

HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedback that causes changes to other Earth systems.

HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

HS-ESS2-7. Construct an argument based on evidence about the simultaneous changes of Earth’s systems and life on Earth.

HS-ESS3 Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing  energy and mineral resources based on cost-benefit ratios.

HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Textbook: CK-12 Flexbooks, Glencoe Earth Science, Lumen Learning, Glencoe Earth

Systems, and Holt Earth Science. The curriculum needed will be provided via pdf sections.

Main Supplies/Resources Needed:

• Webcam, microphone, printer, and computer

• Spiral notebook for note-taking (90 pages or more)

• Notebook (journal), pens, pencils, scissors, tape, glue, computer paper, construction paper,

coloring pencils, markers, general craft supplies

• Play-doh or clay for 3d model practice

• Cardboard box for planet diorama (small homemade or store bought themed pieces)

• Notecards, highlighter, and something to hold notecards for each week (ziploc bags)

• Newspaper, cardboard, and one poster board

• Dry erase mini board, dry erase markers for diagrams

An additional lab supply list will be supplied to all registered families.

Requirements: The student will need access to a computer and wifi. Students will need to be able to upload images of work, upload video responses, and complete assignments in a timely manner.

Weekly Homework: Students will have 5-6 assignments each week. In addition to weekly assignments, labs and online interactives are part of the curriculum. This course provides lots of hands-on activities and labs. 

Anticipated Course Topics:

Earth Science History, Earth Layers

Plate Tectonics, Pangaea

Plate Boundaries, Volcanoes, Earthquakes

Types Of Rocks, Rock Cycle

Weathering, Erosion, Deposition

Soil Horizon, Soil Profile

Water, Water Cycle, Water Erosion

Winds, Currents, Climate, Weather

Atmosphere Layers, Weather Instruments

Ozone, Greenhouse Effect, Glaciers

Sun, Moon & Earth

Revolution, Rotation of Earth

Moon Phases

Solar System

Asteroids, Meteors

Environmental Science

Renewable vs Nonrenewable Resources

Tuition Information-

This course is available using the self paced model or through an instructor led method. 

Self Paced

This option is best for students who want to work at their own pace without strict assignment deadlines. With this learning model, students will have a full year to complete the course. Students can work independently in Google Classroom, with parent check ins each week or the parent can use the material to teach the student from home. 

Instructor Led

This option is best for students who need weekly deadlines and may need instructor help during the course. During a 17 week semester, the instructor will meet 1:1 via Zoom with the student on 12 occassions to go over material, perform live testing methods, help with labs, or summarize upcoming assignments. With this learning method, students will need to complete the weekly tasks before the next Zoom session so that class pacing can occur. Mrs. Collins is a triple certified teacher and her experience in the classroom and as a science cuirriculum writer will provide your child access to a qualified teacher 1:1 for quality instruction. Feel free to message Mrs. Collins to see what time slots she has available for 1:1 instruction. Each Zoom session last 45 minutes, and 12 Zooms are included for each semester. 

This course is also offered in a condensed self paced version which is great for co-ops, private schools, families, or charter schools looking to add in a science introduction course but with only one semester available. A full year can be condensed into one semester on the platform but the workload will be condensed and 2 more assignments per week would be expected compared to the regular self paced curriculum.

Below you will also find optional assessments options. If your child has recently left the school system and you would love to check where they are or what topics have been mastered in the course,  then the pre assessment is recommended. If the student has just completed the course,  and you would like to check grade level knowledge before registering for another course then the grade level assessment is recommended.