Science Curriculum

Earth Science

Skills	Objectives	Processing skill	Vocabulary	Integration/ Activities
Geology as Science	S.8.1 To understand geology as the science of the earth	Observing, communicating	Geology
Matter	S.8.2 To know the states of matter and their characteristics	Identifying	Solid, liquid, gas, plasma
	S.8.3 To understand the difference between physical and chemical changes	Communicating and observing
	S.8.4 To understand the structure of all matter and that Atoms are the building blocks of all substances	Communicating	Atom, Proton, Electrons, Neutrons, Atomic Number, Atomic Weight, Isotopes, Ions, Molecules, Carbon dating	Using a diagram or a 3-dimensional model, construct and atom of an element.
	S.8.5 To understand the Form of all Matter	Communicating, identifying, observing	Elements, compounds, mixtures, periodic table, chemical symbols and chemical formulas, bonding
Minerals	S.8.6 To identify unknown minerals from samples based on characteristics	Observing classifying, inferring, handling lab equipment	Hardness, color luster, streak, cleavage, fracture, Moh’s Scale of Hardness, field scale, heft, specific gravity	Relate useful minerals to human activity (report, video “Common Ground”)

	S.8.7 Identify common minerals and their characteristics	Identifying, classifying	Halite, quartz, graphite, mica, talc, galena, calcite	Lab: Given a “mystery” mineral, identify using characteristics such as hardness, cleavage, etc.
	S.8.8 Differentiate between rocks types based on origin and mineral content.	Classifying	Rock cycle, metamorphic, sedimentary, igneous, magma, lava, extrusive, intrusive, foliated, nonfoliated, clastic, nonclastic	Flow chart (math of relationship of rock types in rock cycle.)
	S.8.9 Examine how land formations affect human development	Inferring
	S.8.10 Describe and illustrate earth’s composition	Forming a model, inferring	Core, mantle, crust, Moho Discontinuity	3d models of Earth’s layers-make layers proportionally correct (Math)
Tectonics	S.8.11 Recognize constructive and destructive forces and how they change the earth	Inferring, classifying	Earthquake, volcano, plate tectonics, weathering, erosion
	S.8.12 To explain the different ways the earth changes both abruptly and slowly.	Communicating	Earthquakes, Volcanoes
	S.8.13 To differentiate the types of earthquakes	Observing, classifying	Primary Waves, Secondary Waves, Surface Waves, focus, epicenter	Using a graph showing P-wave and S-wave arrival times, calculate the epicenter of a quake.
	S.8.14 To describe the main causes of earthquakes and how earthquakes are read	Observing, classifying	Faults, epicenter, Richter scale, seismologist, seismogram, seismograph	Make model of seismograph using string, weight, stationery arm, adding machine tape.
	S.8.15 To define volcanoes and give the characteristics of each.	Communicating, observing, identifying	Magma, cinder cone, shield cone, dome, strata	To draw or make a model of each type of volcano
	S.8.16 To describe volcanic features	Communicating, identifying	Batholiths, stocks, dikes, sills, laccoliths	Illustrate each kind though pictures or models
	S.8.17 To differentiate between the types of mountains	Communicating, analyzing	Folded Mountain, Fault Block Mountains, Dome Mountains
Topographic maps	S.8.18 To recognize symbols, series, scales and colors used to represent features on a topographical map	Identifying, formulating models	Topographic Map, benchmark, contour lines, haschures	Using clear plastic shoebox, Construct a contour map model (box, landform, water, plastic, sheet, grease pencil)
	S.8.19 To understand how land formations influence the development of an area	Analyzing, drawing conclusions
HYDROLOGY Oceanography	S.8.20 Define Oceanography	Identifying, experimenting	Oceanography, Ocean Basin, Sea Water, water cycle	Show by experimentation the process of the water cycle

S.8.21 To compare ocean vs. Fresh water systems on earth and distribution of fresh water on the Earth'’ surface.
S.8.22 To understand the characteristics composition and movement of oceans and to be able to name all the oceans.	Identifying, communicating	Ocean, Pacific, Atlantic, Indian, Arctic
S.8.23 Identifies the instruments of investigation of the Ocean	Identifying	SCUBA, SONAR, Corer, Dredge, Current Meter, Nansen Bottle, Plankton Nets, Bathythermograp, Secchi Disc, Research Vessel
S.8.24 Describes the topography of the Ocean	Communicating	Continental Shelf, Continental Slope, Continental Rise, Submarine Canyons, Abyssal Plain, Seamounts, Guyots, Mid-Ocean Ridge, Trench, Island	Draw a cross-section of the Atlantic Ocean floor (or Pacific). Label examples of different formations.
S.8.25 Understands the properties of ocean water	Identifying	Elements, salinity, pH, Temperature, color, pressure

	S.8.26 To be able to describe circulation of Ocean water	Communicating	Currents, Coriolis effect, deep ocean currents
	S.8.27 To define and explain the differences between tides	Identifying, communicating	tides
	S.8.28 To identify the main causes of waves and the different characteristics of waves	Identifying, communicating	Crest, trough, wavelength, wave period, wave height, tsunami
Ocean Life	S.8.29 To explain the different forms of ocean life	Identifying, communicating	Plankton, Nekton, Benthos
METEOROLOGY Atmosphere	S.8.30 Identify atmospheric layers and describe the characteristics of each, Relate air temperature	Identifying. Communication	Meteorology, atmosphere. Troposphere (pause), stratosphere (pause), mesosphere (pause), thermosphere, exosphere, ozone layer	Research historic and current contributions to the development of meteorology (ex. Doppler)
	S.8.31 List most abundant gases in the Earth’s atmosphere	Handling equipment, predicting, interpreting	Air, nitrogen, oxygen, water vapor, trace gas	Scientific Measuring: Lab demo-air is matter.has mass; displacement of O2 in a cylinder
Weather	S.8.32 Describe the components of weather-including pressure, moisture and temperature and their relationship	Identifying	Temperature, air pressure, barometer humidity, relative humidity, precipitation, dew point

S.8.33 Describe factors of wind and how it is measured	Identifying, communicating	Wind, wind vane, anemometer, Beaufort Scale, prevailing winds, local winds
S.8.34 Compare local winds to global wind patters	Identifying, classifying	Doldrums, trade winds, prevailing easterlies, prevailing westerlies, jet streams, land breeze, sea breeze, Coriolis Effect
S.8.35 Differentiate types of precipitation and describe the conditions necessary to form each and contrast formation	Identifying, comparing, contrasting	Rain, snow, sleet, dew, frost, hail, freezing rain
S.8.36 Compare 4 major air mass types and how the fronts they form affect weather	Comparing, inferring	Global warming, ozone depletion, El Nino, La Nina, greenhouse effect
S.8.37 Describe technology used in collection of weather data	Communicating	Meteorologist, weather map, land station, satellite, Doppler radar, station model	Using Internet, determine Doppler movement of weather systems for the day.
S.8.38 Interpret weather maps	Interpreting, inferring	Barometer, isobar, isotherm, low/high pressure, cold/warm fronts, occluded front, stationary front	Scrapbook collection of weather maps for a specified amount of time and write journal type summary of developing weather in a particular area.

	S.8.39 Identify 3 cloud types and explain formation	Identifying, classifying	stratus, cumulus, cirrus, cumulonimbus, fog
Atmosphere	S.8.40 Compare 4 major air masses and their effects on weather	Inferring, identifying	Front, warm front, cold front, occluded/stationary front
	S.8.41 Identify factors that determine climate	Identifying	Elevation, latitude, maritime, continental, prevailing winds
	S.8.42 Differentiate climate zones on Earth	Identifying	Temperate, polar, tropical	Develop map model of climate zones worldwide. (SS)
	S.8.43 Describe characteristics and causes of hurricanes, cyclones, tornadoes and thunderstorms	Communicating	Hurricane, tornado, cyclone, typhoon, lightning, thunder
	S.8.44 Describe safety rules for various storm situations	Communicating		Develop a safety or evacuation plan for family or school in the event of a hurricane or tornado
Astronomy	S.8.45 To understand the definition of Astronomy and all its components	Identifying	Stars, planets
	S.8.46 To know the major scientists in the field of Astronomy and what they did.	Identifying	Copernicus, Brahe, Kepler, Galileo, Galilei, Einstein, Hubbell

	S.8.47 To know the major instruments used in the field of Astronomy	Identifying	Telescope, Spectroscope, Rockets, Satellites Radar
Solar System	S.8.48 Describe the components of the Solar system	Identifying, communicating	Solar System, planets, stars, moons, asteroids, and comets
	S.8.49 To understand the difference between the Universe and the Solar system,	Identifying	Big Bang Theory
	S.8.50 Identify and describe the stars and the star systems	Identifying, communicating	Magnitude, Hertz sprung, -Russell Diagram, main-sequence stars, giants and super giants, red giants, blue giants, white dwarfs
	S.8.51 To explain the evolution of a star	Communicating	Nebula, fusion, reaction, main sequence, nova, supernova, black hole, neutron star
	S.8.52 To understand the difference between a constellation and a galaxy	Identifying	Constellation, Galaxy
	S.8.53 To identify the planets and describe the features, characteristics and motions of all of them.	Identifying

	S.8.54 To describe the relationships of motions between the sun, moon and earth	Communicating	Phases of the moon, lunar and solar eclipse, tides
Space Program	S.8.55 To understand and explain how information is obtained from space	Communicating	Probes, satellites, light and radio telescopes and spectroscopes
	S.8.56 To explain the history of the space program and how it effects our lives	Communicating, inferring
Environment and Human Interaction Pollution	S.8.57 To explain the effects human beings have on pollution and the environment	Communicating Inferring	Environment, pollution
	S.8.58 To explain the ways human beings cause and can correct pollution of water, the atmosphere and the land	Communicating	Acid rain, ozone layer, greenhouse effect, soil, pollution, chemical and nuclear waste
	S.8.59 To examine the effects of pollution on weather and the destruction of the earth.	Identifying	Polar Ice caps

INTRODUCTION

In science, children make discoveries about their environment and themselves. Through the use of scientific method in hands-on activities and other classroom work, they learn to investigate, make hypothesis, test ideas, and draw conclusions.

Because science deals with phenomena and objects that are part of a child’s daily life, it is a subject that engenders enthusiasm in the student. By building on a curiosity about the world and how it works, science classes can help students make wiser decisions in the areas of personal health and social issues as well as develop skills in gathering, categorizing, quantifying, and interpreting information. A good science program from kindergarten through eighth grade will also help students make realistic and informed decisions about careers in science and technology.

In a Catholic school, students of science will also learn that, as individuals created by God, they must take responsibility for their actions and must protect their immediate environment, the planet Earth, and that part of space affected by mankind. They will marvel at the beauty of God’s creation and be strengthened in their faith because of it.

This curriculum is intended as a working document for the administrators and teachers in our schools. It is totally premised on the Georgia QCC objectives as well as the ITBS standards. Since each objective in the curriculum is grade specific, it is understood that objectives are taught for mastery at each grade level. Teachers are strongly encouraged to make every effort to cover the objectives where possible. On the middle school level where the integrated option is used, this will take place over a three-year period. The design of the curriculum allows for teacher adaptation and creativity. Integration/activities are suggestions only, but teachers are encouraged to modify and adapt as necessary.

A general resource list is included in the introductory material. A sampling of resources appropriate to the grade level, as well as processing skills is also to be found within the curriculum guide.

RECOMMENDED RESOURCES

Science Scope Magazine

Journal available from the National Science Teachers’ Association

AIMS Magazine

Journal focusing on integration units of math and science

Dragonfly Magazine

From the National Science Teachers’ Association and Miami University - Science magazine for students ages 8 to 13