|
|
(This is a college project-CSUSB)
Goals - Instructionally, these strands should be woven through the content goals and objectives of the course. Supplemental materials providing a more detailed explanation of the goals, objectives, and strands, with specific recommendations for classroom and/or laboratory implementation are available through the Department of Public Instruction’s Publications Section.
Nature of Science - This strand is designed to help students understand the human dimensions of science, the nature of scientific thought, and the role of science in society. The earth and environmental sciences are particularly rich in examples of science as a human endeavor, its historical perspectives, and the development of scientific understanding.
The content studied in earth/environmental science is an opportunity to present science as the basis for civil engineering, mining, geology, oceanography, astronomy, and the environmental technical trades. The content diversity lets us look at science as a vocation. Scientist and technician are just two of the many careers in which an earth and environmental sciences background is necessary.
Historical Perspectives - Most scientific knowledge and technological advances develop incrementally from the labors of scientists and inventors. Although science history includes accounts of serendipitous scientific discoveries, most development of scientific concepts and technological innovation occurs in response to a specific problem or conflict. Both great advances and gradual knowledge building in science and technology have profound effects on society. Students should appreciate the scientific thought and effort of the individuals who contributed to these advances.
Nature of Scientific Knowledge - Much of what is understood about the nature of science must be explicitly addressed:
 |
All scientific knowledge is tentative, although many ideas have stood the test of time and are reliable for our use. |
|
|
Theories "explain" phenomena that we observe. They are never proved; rather, they represent the most logical explanation based on currently available evidence. Theories just become stronger as more supporting evidence is gathered. They provide a context for further research and give us a basis for prediction. For example, the Theory of Plate Tectonics explains the movement of lithospheric plates. |
|
|
Laws are fundamentally different from theories. They are universal generalizations based on observations of the natural world, such as the nature of gravity, the relationship of forces and motion, and the nature of planetary movement. Scientists, in their quest for the best explanations of natural phenomena, employ rigorous methods. Scientific explanations must adhere to the rules of evidence, make predictions, be logical, and be consistent with observations and conclusions. "Explanations of how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific." (1995, National Science Education Standards) |
|
|
Science as Inquiry - Inquiry should be the central theme in earth/environmental science. It is an integral part of the learning experience and may be used in both traditional class problems and laboratory experiences. The essence of the inquiry process is to ask questions that stimulate students to think critically and to formulate their own questions. |
|
|
Observing, classifying, using numbers, plotting graphs, measuring, inferring, predicting, formulating models, interpreting data, hypothesizing, and experimenting help students build knowledge and communicate what they have learned. Inquiry applies creative thinking to new and unfamiliar situations. |
|
|
Students learn to design solutions to problems that interest them. This may be accomplished in a variety of ways, but situations that present a discrepant event or ones that challenge students’ intuitions have been successful. |
|
|
Traditional labs, which emphasize observation of the sun or identification and classification of sediments, may be quite appropriate. |
|
|
Student research has often been relegated to a yearly science fair project, continuing student research contributes immensely to their understanding of the process of science and to their problem-solving abilities. |
|
|
Earth/environmental science provides many opportunities for inquiry. |
|
|
The processes of inquiry, experimental design, investigation, and analysis are as important as finding the correct answer. |
|
|
Students will acquire much more than facts and manipulative skills; they will learn to be critical thinkers. |
|
|
Science And Technology - It is impossible to learn science without developing some appreciation of technology. Therefore, this strand has a dual purpose: (a) developing students’ knowledge and skills in technological design, and (b) enhancing their understanding of science and technology. The methods of scientific inquiry and technological design share many common elements - objectivity, clear definition of the problem, identification of goals, careful collection of observations and data, data analysis, replication of results, and peer review. Technological design differs from inquiry in that it must operate within the limitations of materials, scientific laws, economics, and the demands of society. Together, science and technology present many solutions to problems of survival and enhance the quality of life. Technological design plays an important role in earth/environmental science. For example, telescopes, lasers, satellites, transistors, graphing calculators, personal computers, and seismographs have changed our lives, increased our knowledge of earth/environmental science, and improved our understanding of the universe. |
|
|
Science in Personal and Social Perspectives - This strand helps students formulate a basic understanding of and implied actions for many issues facing our society. |
The fundamental concepts that form the basis for this strand include:
|
|
Population Growth - Students should develop the ability to assess the carrying capacity of a given environment and its implied limits for population growth, as well as how technology allows environment modification to adjust its carrying capacity. |
|
|
Environmental Quality - Students should develop an appreciation for factors that influence their need and responsibility to maintain environmental quality, including waste disposal and recycling of limited natural resources. The ability to make wise-use decisions based on cost-risk analysis is an integral part of the study of earth and environmental science. "Many factors influence environmental quality. Factors that students might investigate include population growth, resource use, population distribution, over-consumption, the capacity of technology to solve problems, poverty, the role of economic, political, and religious views, and different ways humans view the earth." (1995, National Science Education Standards) |
|
|
Natural and Human -Induced Hazards - The study of earth and environmental science encourages students to investigate the effects of natural phenomena on society. This is particularly true of spectacular natural phenomena such as earthquakes, volcanic eruptions, severe weather, and the slow changes in water quality. Students will acquire the ability to assess natural and human induced hazards - ranging from relatively minor risks to catastrophic events with major risk, as well as the accuracy with which these events can be predicted. It is particularly important for students to relate such phenomena to North Carolina and its citizens. Investigations of the economic impact of severe storms and the effectiveness of early warning systems in saving lives and property in North Carolina would be an effective way to implement this strand. |
|
|
Science and Technology in Local, National, and Global Challenges - Along with the need to understand the causes and extent of environmental challenges related to natural and man-made phenomena, students should become familiar with the advances proper application of scientific principles and products have brought to environmental enhancements. Topics such as improved energy use, reduced vehicle emissions, and improved crop yields are just some examples of how the proper application of science has improved the quality of life. This strand will help students make rational decisions in the use of scientific and technological knowledge. "Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science and technology-related challenges. However, understanding science alone will not resolve local, national, or global challenges. Students should understand the appropriateness and value of basic questions "What can happen? - What are the odds? - and How do scientists and engineers know what will happen?" (1995 National Science Education Standards) |
|
|
Earth/Environmental Science - Grades 9 -12
|
||||||||||||||
|
|
Strands: The strands are: Nature of Science, Science as Inquiry, Science and Technology, Science in Personal and Social Perspectives. They provide the context for teaching of the content Goals and Objectives. |
The learner will build an understanding of lithospheric materials, processes, changes, and uses with concerns for good stewardship.
Objectives
|
|
1.01 Analyze the dependence of the physical properties of minerals on the arrangement and bonding of their atoms. |
||||||||||||
|
|
1.02 Classify the three major groups of rocks according to their origin, based on texture, mineral composition, and the processes responsible for their formation. |
||||||||||||
|
|
1.03 Assess the importance of the economic development of earth's finite rock, mineral, fossil fuel and other natural resources to society and our daily lives:
|
||||||||||||
|
|
1.04 Analyze the importance of soils:
|
||||||||||||
|
|
1.05 Evaluate geologic hazards and their relationship to geologic processes and materials:
|
||||||||||||
|
|
1.06 Interpret topographic, soil, geologic, and other maps and images for:
|
The learner will develop an understanding of tectonic processes and their human impacts.
Objectives
|
|
2.01 Analyze the evidence for the development of the Theory of Plate
|
||||||||
|
|
2.02 Evaluate the forces that propel tectonic plates. |
||||||||
|
|
2.03 Analyze the model of the earth's interior resulting from the study of earthquake waves. |
||||||||
|
|
2.04 Analyze the nature, location of epicenters, and magnitude of earthquakes:
|
The learner will build an understanding of the origin and evolution of the earth system.
Objectives
|
|
3.01 Interpret the order and impact of events in the geologic past:
|
||||||||||||||
|
|
3.02 Assess evidence for and the influence on the divisions of geologic time of the major geologic events and paleoclimatic changes in global geologic history:
|
The learner will build an understanding of the hydrosphere and its interactions and influences on the lithosphere, the atmosphere, and environmental quality.
Objectives
|
|
4.01 Evaluate the stream erosion and depositional processes:
|
||||||||||
|
|
4.02 Evaluate water beneath the earth's surface:
|
||||||||||
|
|
4.03 Analyze the mechanisms for generating ocean currents:
|
4.04 Analyze the mechanisms that produce the various types of shorelines and their resultant landforms:
|
|
Nature of underlying geology. |
|
|
Long and short term sea-level history. |
|
|
Adjacent topography. |
4.05 Assess the formation and breaking of waves and their effect on shorelines, particularly the North Carolina coast.
4.06 Evaluate environmental issues and solutions for North Carolina's wetlands, inland, and tidal environments:
|
|
Floodplains. |
|
|
Fresh and brackish water marsh. |
|
|
Estuaries. |
|
|
Barriers. |
|
|
Inlets. |
4.07 Evaluate the phenomena of upwelling in the oceans and its influence on weather.
4.08 Evaluate the ecological services provided by a healthy ocean:
|
|
A carbon sink. |
|
|
The largest watershed. |
|
|
Climate control. |
Competency Goal 5
The learner will build an understanding of the dynamics and composition of the atmosphere and its local and global processes influencing climate and air quality.
Objectives
|
|
5.01 Analyze the formation of the atmosphere and hydrosphere as a result of the phenomena of out-gassing as the primordial earth cooled. |
||||||||
|
|
5.02 Analyze the structure of the atmosphere:
|
||||||||
|
|
5.03 Analyze weather systems:
|
||||||||
|
|
5.04 Analyze atmospheric pressure:
|
||||||||
|
|
5.05 Analyze air masses and the life cycle of weather systems:
|
||||||||
|
|
5.06 Evaluate meteorological observing, analysis, and prediction:
|
||||||||
|
|
5.07 Analyze |
Click here to continue Science course outline:
