Last updated: 8/25/2010
Niagara Falls City School District
630 66th Street, Niagara Falls, NY 14304

Science - Earth Science - 40 Weeks

(1) MST1.C.C.ED.1.1 Students engage in the following steps in a design process: initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.
Unit 8 - Meterology
1.1a After experimenting with conduction of heat (using calorimeters and aluminum bars), make recommendations to create a more efficient system of heat transfer 		Holt - Earth Science

Chapter 19 - The Atmosphere 		Gas Properties Simulation (WEB) Assessment 1
Tell students they have just been selected to be the only meteorologist on a large island. They will be responsible for the weather forecasts for the entire island for one month. Give the students the geography and weather maps with proper station models of several areas for them to draw their forecasts from.
(1) MST2.C.ES.IS.1.1 Students access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
1.3a Analyze weather maps to predict future weather events
1.3b Use library or electronic references to obtain information to support a laboratory conclusion
Holt - Earth Science

Chapter 21 - Weather 		See above See above
(1) MST4.C.ES.PS2.1 Students use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of the Earth’s plates.
2.1a Earth systems have internal and external sources of energy, both of which create heat.
2.1b The transfer of heat energy within the atmosphere, the hydrosphere, and Earth's interior results in the formation of regions of different densities. These density differences result in motion.
2.1c Weather patterns become evident when weather variables are observed, measured, and recorded. These variables include air temperature, air pressure, moisture (relative humidity and dewpoint), precipitation (rain, snow, hail, sleet, etc.), wind speed and direction, and cloud cover.
2.1d Weather variables are measured using instruments such as thermometers, barometers, psychrometers, precipitation gauges, anemometers, and wind vanes.
2.1e Weather variables are interrelated. For example: 
  • temperature and humidity affect air pressure and probability of precipitation 
  • air pressure gradient controls wind velocity
2.1f Air temperature, dewpoint, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movement.
2.1g Weather variables can be represented in a variety of formats including radar and satellite images, weather maps (including station models, isobars, and fronts), atmospheric cross-sections, and computer models.
2.1h Atmospheric moisture, temperature and pressure distributions; jet streams, wind; air masses and frontal boundaries; and the movement of cyclonic systems and associated tornadoes, thunderstorms, and hurricanes occur in observable patterns. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.
2.1i Seasonal changes can be explained using concepts of density and heat energy. These changes include the shifting of global temperature zones, the shifting of planetary wind and ocean current patterns, the occurrence of monsoons, hurricanes, flooding, and severe weather.
Holt - Earth Science

Chapter 19 - The Atmosphere
(1) MST4.C.ES.PS2.2 Students explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
2.2a Insolation (solar radiation) heats Earth's surface and atmosphere unequally due to variations in: 
  • the intensity caused by differences in atmospheric transparency and angle of incidence which vary with time of day, latitude, and season 
  • characteristics of the materials absorbing the energy such as color, texture, transparency, state of matter, and specific heat 
  • duration, which varies with seasons and latitude.
2.2b The transfer of heat energy within the atmosphere, the hydrosphere, and Earth's surface occurs as the result of radiation, convection, and conduction. 
  • Heating of Earth's surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing winds and ocean currents.
2.2c A location's climate is influenced by latitude, proximity to large bodies of water, ocean currents, prevailing winds, vegetative cover, elevation, and mountain ranges.
2.2d Temperature and precipitation patterns are altered by: 
  • natural events such as El Nino and volcanic eruptions 
  • human influences including deforestation, urbanization, and the production of greenhouse gases such as carbon dioxide and methane.
Holt - Earth Science

Chapter 19 - The Atmosphere

Chapter 21 - Weather

Chapter 22 - Climate
(2) MST6.C.P.PC.5.2 Students search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.
5.2c Using given weather data, identify the interface between air masses, such as cold fronts, warm fronts, and stationary fronts Holt - Earth Science

Chapter 21 - Weather
(1) MST7.C.C.SR2.1 Students participate in an extended, culminating mathematics, science, and technology project.
2.1a Collect, collate, and process data concerning potential natural disasters (tornadoes, thunderstorms, blizzards, etc.) in an area and develop an emergency action plan Holt - Earth Science

Chapter 21 - Weather
(1) MST1.C.C.ED.1.5 Students engage in the following steps in a design process: devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications.
Unit 9 - Water Cylce and Climate
1.3a Determine patterns of topography and drainage around your school and design solutions to effectively deal with runoff 		Holt - Earth Science

Chapter 16 - Groundwater

Chapter 22 - Climate 		Porosity and permeability lab
Global warming lab
Class Zone
Regents Prep

 Assessment 1
Draw an accurate illustration of the water cycle with correct labeling components.

Assessment 2
Tell students they’re occupation is going to be relocated to a location of their choice. Present students with maps of imaginary islands with numerous geographical features. Students will have to choose which island they want to go to and why. Their decision should be influenced mostly by the climate the island possesses.

Assessment 3
Students create a model of an island which exhibits as many of the factors which affect climate as possible. For example, a student might illustrate the concept that as elevation increase temperature decreases by including a mountain with snow on the top. Grades can be calculated based on the number of factors effectively displayed in the model.
(1) MST4.C.ES.PS1.2 Students describe current theories about the origin of the universe and solar system.
1.2g Earth has continuously been recycling water since the outgassing of water early in its history. This constant recirculation of water at and near Earth's surface is described by the hydrologic (water) cycle.
* Water is returned from the atmosphere to Earth's surface by precipitation. Water returns to the atmosphere by evaporation or transpiration from plants. A portion of the precipitation becomes runoff over the land or infiltrates into the ground to become stored in the soil or groundwater below the water table. Soil capillarity influences these processes.
* The amount of precipitation that seeps into the ground or runs off is influenced by climate, slope of the land, soil, rock type, vegetation, land use, and degree of saturation.
* Porosity, permeability, and water retention affect runoff and infiltration.
Holt - Earth Science

Chapter 16 - Groundwater

Chapter 22 - Climate 		See above See above
(1) MST1.C.C.MA3.1 Students apply algebraic and geometric concepts and skills to the solution of problems.
3.1A In a field, use isolines to determine a source of pollution Holt - Earth Science

Chapter 7 - Resources and Energy 		Class Zone
AP Environmental Science
Climate Change
Bio Diversity PowerPoint
 Assessment
Have students create a city and strategically place several environmental hazards in locations that will not pose a problem for the future. Pictures of the city and justification of hazard area placement should be included. Conservation Laws should also be established for the city and their justifications should also be included.
(1) MST2.C.C.IS.2.2 Students discuss the ethical and social issues raised by the use and abuse of information systems.
2.3a Obtain printed or electronic materials which exemplify miscommunication and/or misconceptions of current commonly accepted scientific knowledge Holt - Earth Science

Chapter 7 - Resources and Energy 		See above See above
(1) MST2.C.ES.IS.3.1 Students discuss how applications of information technology can address some major global problems and issues.
3.2a Discuss how early warning systems can protect society and the environment from natural disasters such as hurricanes, tornadoes, earthquakes, tsunamis, floods, and volcanoes See above See above
(2) MST6.C.P.PC.5.2 Students search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.
5.2a Graph and interpret the nature of cyclic change such as atmospheric carbon dioxide See above See above
(1) MST6.C.P.OT.6.2 Students analyze subjective decision-making problems to explain the trade-offs that can be made to arrive at the best solution.
6.2a Debate the effect of human activities as they relate to quality of life on Earth systems (global warming, land use, preservation of natural resources, pollution) See above See above
(1) MST7.C.C.CO.1.1 Students analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.
1.1a Analyze the issues related to local energy needs and develop a viable energy generation plan for the community
1.1b Investigate the political, economic, and environmental impact of global distribution and use of mineral resources and fossil fuels
1.1c Consider environmental and social implications of various solutions to an environmental Earth resources problem
See above See above
Earth Science Planning for Results (2010-11).pdf
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