- Description
This link is for Colosky Connection Families, not to be confused with Classical Conversations.
Earth Science
Middle School
Grades 5-8 Welcome
Length: Full Year Earth Science (2 Semesters)
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 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 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-ESS1-4. 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-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. Graded assessments will also be provided.
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
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. The parent will also have the option to teach from the material instead as an alternative method.