ENVIRONMENTAL EARTH SCIENCE - GRADE 9 SCIENCE PLANNING

                            CONTENTS:
Definitions ......................................................1
Course Outcomes...................................................2
Foundations of EESci Section
    Purposes for EESci Concept Goals and Objectives ..............2
    The Nature of Science Concept Goals and Objectives ...........5
    Measurement and Computation Concept Goals and Objectives .....9
Performance Objectves ............................................12

                            DEFINITIONS:
OUTCOMES are the overall results of a student taking the course.  They
    are the purposes for having a course in Environmental Earth
    Science.  They are the criteria by which the teachers of the
    course decide if something should be included in the curriculum.

SECTIONS are the major divisions of the course curriculum.  We call
    them sections so that will not be confused with textbook units; we
    use the text as a reference, but our emphasis is different.  There
    are six Sections of the course reflecting major divisions of
    natural processes and products: Foundations of Environmental Earth
    Science, Space/Earth, Internal Processes and Products, Atmosphere,
    Land Processes and Products, and Oceans.

CONCEPTS are divisions of the curriculum within each Section.  These
    major concepts each represent a separate natural process, or a
    separate way to categorize the Sections.  We have tried to keep
    these Concepts close to the State of CT Department of Education's
    suggested Earth Science curriculum concepts, so that this course
    will adequately prepare students for the CAPT exams.  For each
    Concept, we are writing Goals that correlate to specific course
    Outcomes.

GOALS are descriptions of how each major Concept will address the
    course Outcomes.  The purpose of having goals is to help us to
    understand what to work for.  Many goals give direction to
    lifelong effort, so they are not always something that we can say
    has been achieved.  Goals are divided into Learning Objectives for
    each lesson, and progress toward a Goal is measured by Performance
    Objectives.

TOPICS are the titles for each day's lesson, and so are divisions of
    the curriculum within each Concept.

LEARNING OBJECTIVES are the specific things we want our students to
    know about each concept.   A Learning Objective may be written in
    a form that cannot be tested (how do we KNOW if someone really
    understands something?) so Performance Objectives are written
    also.
    
PERFORMANCE OBJECTIVES are how we measure if each Topic or lesson is
    succesful in moving us toward our Goals.  They are written to show
    what the student should be able to do after the lesson and its
    accompanying homework, review, and testing is completed.
    Performance Objectives are used to design methods to evaluate, or
    test the students.
                           COURSE OUTCOMES:

1. Students will understand the scientific method and will use the
scientific method as an approach to problem solving.

2. Students should have a knowledge base sufficient to identify and
understand the causes and possible solutions to environmental issues.

3. Student should be able to evaluate the impact of their daily life
decisions and actions in the context of their environment.

4. Students should recognize the inter-connections between components
of the natural universe.

5. Students will develop a lifelong interest and concern for their
relationship with the natural world, based on their experience in the
course.


COURSE SECTION: Foundations of Environmental Earth Science
        CONCEPT: Purposes for Learning About the Earth.
      TIMEFRAME: Day 2-
                        SUGGESTED GOALS

1. Students will understand the scientific method and will use the
   scientific method as an approach to problem solving by recognizing
   that science is a method of acquiring knowledge that can help
   humans to manage the Earth's resources.

2. Students will have a knowledge base sufficient to identify and
   understand the causes and possible solutions to environmental
   issues by accepting the need for every person on Earth to
   understand how the planet functions.

3. Student will be able to evaluate the impact of their daily life
   decisions and actions in the context of their environment by
   recognizing the limited nature of the resources that keep humans
   alive.

4. Students will recognize the inter-connections between components of
   the natural universe by recognizing the relation between global
   population, renewable and nonrenewable resources, management of
   resources, and science.

5. Students will develop a lifelong interest and concern for their
   relationship with the natural world by recognizing that they use
   resources from the planet continuously.
LEARNING OBJECTIVES: To reach these Goals, students will have to know:

--------------DAY 2: Global Population---------

1. what the present human population of the planet is, and how much it
   is expected to grow in their lifetimes.

2. that the US population, while not growing as fast as the rest of
   the world, is also increasing rapidly.

3. that the main reason for global population growth in developing
   nations is a large drop in the death rate with only a small drop in
   the birth rate.

4. that the birth rate per woman in developing nations is directly
   related to the education levels and status of women in those
   countries.

5. that interference by developed nations such as ours in the culture,
   lifestyles or role of women in developing nations is strongly
   resented by people in those nations.

6. that the doubling of global population in the students lifetimes
   will double the need for food, water, clothing, shelter, fuel, and
   all resources.

7. that resources are things that fulfill human needs.

8. that natural resources are things that fulfill human needs that
   come from the natural (non-human manufactured) universe.

9. ten things around them that came from natural resources.

10. that almost everything that they use came from natural resources.

11. how to contrast natural resources with cultural, historical,
   capital, labor, educational and other non-natural resources.

12. that renewable natural resources are those that return within a
   useful period of time, a lifetime.

13. that nonrenewable natural resources do not return within a useful
   period of time.

14. that renewable natural resources need never run out if we do not
   use them faster than nature returns them.

15. that wood, soil, air, water, sun, wind, and others are renewable
   resources if we use them at the same rate they are returned by
   nature, but in many areas of the world we are now using them at
   faster rates.

16. that minerals, metals, fossil fuels are nonrenewable resources and
   will eventually run out no matter how fast we use them.

17. that to survive on Earth, humans have to try to stretch the use of
   nonrenewable resources by using renewable resources as much as
   possible.

18. that the choice between renewable and nonrenewable resources is
   seldom clear, and requires a basic knowledge of how humans use the
   resources.

--------- Day 4: Management of Resources -------------
19. that management of anything, including resources, involves a three
   step cycle: inventory, planning, implementation.

20. that inventory is knowing what you have to work with, and includes
   the amount and quality of a raw resource and how it is used and disposed of by people.

21. that planning is deciding what to do to start from what you have
   and get to what you need.

22. that implementation is following your management plan.

23. that management is a cycle because planning often leads to the
   need for more inventory, implementation of a plan reveals the need
   for more inventory and planning.

24. that for management of natural resources, acquiring knowledge is
   the most important part of the inventory step.

25. that this course is part of the inventory necessary for people to
   manage the resources that we need.

 COURSE SECTION: Foundations of Environmental Earth Science
        CONCEPT: The Nature of Science.
      TIMEFRAME:
                        SUGGESTED GOALS

1. Students will understand the scientific method and will use the
   scientific method as an approach to problem solving by learning
   what science is and how it works.

2. Students will have a knowledge base sufficient to identify and
   understand the causes and possible solutions to environmental
   issues by understanding how scientists investigate questions, and
   why they often come up with multiple solutions.

3. Student will be able to evaluate the impact of their daily life
   decisions and actions in the context of their environment by
   knowing how a scientist would approach the decision making process.

4. Students will recognize the inter-connections between components of
   the natural universe by beginning to look for factors that can
   affect the outcomes of hypothesis testing.

5. Students will develop a lifelong interest and concern for their
   relationship with the natural world by recognizing that they
   already use scientific method in their daily lives when making many
   decisions.

LEARNING OBJECTIVES: To reach these Goals, students will have to know:

1. that the acquisition of knowledge necessary to manage the resources
   of the planet can occur through many methods, including history,
   tradition, religion, sociology, aesthetics, and science.

2. that non-science methods of aquiring knowledge such as history,
   social studies, tradition, or religion, while legitimate within
   their own fields, do not base the knowledge on the same processes
   that science does.

3. that science is the process of acquiring knowledge of the physical
   universe through observation, measurement and inference.

4. that it is important to think of science as a process, not a body
   of facts, and as such, science is constantly changing, and so
   scientific knowledge is constantly growing and changing.

5. that observation is using the senses to gather information, and our
   powers of observation are improved by instruments.

6. that the human brain interprets what it observes based on what it
   already assumes to be true, so knowledge based on observation is
   called subjective knowledge.

7. that subjective knowledge from observations is information that can
   be intepreted differently by different people, and so is a weak
   form of knowledge.

8. examples of subjective knowledge from observations.

9. that measurement is the comparison of something to a standard.

10. that a standard is a unit of measurement that people agree to use
   for measurement.

11. examples of standards for measurement.

12. that a measurement is not subject to different interpretations by
   different people if the measurement is done the same way.

13. that knowledge based on measurement is objective knowledge, not
   subject to different interpretations.

14. that because measurement is objective, it produces better
   knowledge than observation alone.

15. that scientific disagreements involving measurement occur because
   of the techniques involved in measuremnent, and so are minor
   disagreements compared to those from differences in interpretation
   of observations.

16. that inference is coming to a conclusion based on some previous
   knowledge or assumption.

17. that if the previous assumption is not true, then the inference is
   not necessarily true.

18. that induction and deduction are the two forms of inference.

19. that inference produces the weakest scientific knowledge until
   observation or preferably measurement confirms the inference.

      ----------- Day 6: Scientific Method -------

20. that pursuit of knowledge through science follows a generalized
   cycle of steps called scientific method.

21. that eight general steps in a scientific method used in this
   course are: 1. identify the problem/question, 2. research, 3. form
   a hypothesis, 4. test the hypothesis, 5. collect data from the
   test, 6. come to a conclusion about the hypothesis, 7. publish, and
   8. verify.

22. that identifying the problem is stating the question that you want
   answered.

23. that research, as used in this course, means finding out through
   various means what has already been learned of the problem by other
   people.

24. that a hypothesis is an educated guess about the problem.

25. that testing the hypothesis involves an experiment, and/or
   fieldwork, observations, and measurements.

26. that collecting and recording data is an important step separated
   from the others because of the need for others to be able to verify
   your work.

27. that the results of an experiment are the data recorded, not the
   conclusion.

28. that a conclusion is a statement of whether or not the hypothesis
   was correct, and how the data supports this.

29. that publishing your work is a very important step so that others
   can learn from your effort, and to allow verification.

30. that verification is the process of others repeating your work and
   coming to the same conclusions.

31. that scientific methods are cycles because each step often results
   in going back to previous steps.

     ------Day 7: Hypothesis, Theory, Law -------

32. that after much verification, repeated attempts to disprove it,
   and the passage of time, a scientific hypothesis may begin to be
   called a theory.

33. that the non-scientific use of the word theory indicates an
   educated guess or hypothesis.

34. that a scientific theory is an explanation for something that is
   based on a lot of evidence.

35. that after a very long period of time and more attempts to
   disprove it, a scientific theory may begin to be called a natural
   law.

36. that a natural law is the best explanation for something that
   humans have found, but is subject to change if contradictory
   evidence is found.

          ------------ Day 8: Fieldwork------

37. that during fieldwork hypotheses are tested in the real world
   beyond the laboratory, so every factor that could affect the
   outcome of the test cannot be controlled.

----------- Day 9,10: Experimental Design  -------------

38. that an experiment is a test of a hypothesis in which every factor
   that can affect the outcome the experiment is controlled as much as
   possible.

39. that a laboratory is a situation in which every factor that could
   affect the outcome of an experiment can be controlled.




40. that a description of an experimental procedure usually involves
   variations on a sequence of events in which a scientific method is
   followed and described, and also includes listing the materials
   used in the experiment, the procedure followed, the factors that
   could affect the outcome and how they were controlled during the
   experiment.

41. that each experiment should have only one variable factor that is
   changed from one trial to the next, so that any result that is
   different has to be caused by the one variable factor.

-------- Day 11,12: Experimental Design and Critique ----------

42. that in this course, lab and field reports will be in the format
   of: 1. ID the problem, 2. describe or list researched background
   information, 3. state a hypothesis, 4.1 list materials used, 4.2
   describe the procedure followed, 4.3 list each factor that could
   affect the outcome and describe how it was or could not be
   controlled, 4.4 specifically state what the variable was. 5.
   report, list, graph or otherwise analyze the data or results. 6.
   state a conclusion.


43. that a lab or field report represents the publication step in a
   scientific method, the reports of others the verification step.
   
44. that technology is the application of science knowledge to provide
   humans with goods and services.

45. that technology and science need each other to advance.
 COURSE SECTION: Foundations of Environmental Earth Science
        CONCEPT: Measurement and Computation
      TIMEFRAME:
                        SUGGESTED GOALS

1. Students will understand the scientific method and will use the
   scientific method as an approach to problem solving by recognizing
   the benefits of scientific measurement.

2. Students will have a knowledge base sufficient to identify and
   understand the causes and possible solutions to environmental
   issues by understanding the use of scientific measurement.

3. Student will be able to evaluate the impact of their daily life
   decisions and actions in the context of their environment by being
   able to use the scientific measurement necessary.

4. Students will recognize the inter-connections between components of
   the natural universe by understanding that scientific measurement
   is based on nature.

5. Students will develop a lifelong interest and concern for their
   relationship with the natural world by understanding how scientific
   measurement is based on nature.

LEARNING OBJECTIVES: To reach these Goals, students will have to know:

                     -- INTERNATIONAL SYSTEM --

1. that measurement and the resulting mathematical computations are
   important because measurement produces the most valid and
   verifiable knowledge, which is necessary to get the best inventory
   of Earth knowledge necessary to properly manage the resources vital
   for the rapidly growing population of humans to survive.

2. that a wide variety of standards for measurement are used, but the
   most scientifically useful, and in the long run easiest to use is
   the International System, also called SI or more commomly called
   the metric system.

3. that the best way to learn to use SI is not to try to convert
   everything from the English system, but to understand the relations
   between SI units and to practice using SI alone.

4. that a unit of measurement is what all things being measured are
   compared to.

5. that in SI, all measurements are divisions by ten or
   multiplications times ten of the basic units of measurement.

6. that the prefix of a unit of measurement describes the size of that
   unit compared to the basic unit of measurement.

7. that kilo means "one thousand", that centi means "one-hundreth",
   that milli means "one-thousanth".

                           

---- LENGTH ---

8. that the meter is the basic worldwide unit for measuring distance,
   so a kilometer is 1000 meters, a centimeter is one-hundreth of a
   meter, and a millimeter one-thousandth of a meter.

9. how to measure the length in SI of any object.

                      -----  SURFACE AREA -----

10. that the surface area of an object is the total size of all the
   faces of an object.

11. that surface area of one face of an object with rectangular sides
   is determined by multiplying the length times the width of that
   side.

12. that the units for area in SI are square centimeters or square
   meters.

13. why a square one centimeter on each side will have an area of one
   square centimeter.

14. how to determine the area of any rectangualr object.

15. that to determine the total surface area of a rectangular object,
   the surface areas of every side must be added together.

16. how to use the formula Pi X radius X radius to determine the
   surface area of a circle.

                          ----  VOLUME -----

17. that volume is the amount of space something occupies.

18. that the volume of a rectangular object is determined by
   multiplying the length times the width times the hieght of an
   object.

19. that the units in SI for volume of a solid are cubic centimeters
   or cubic meters.

20. why a cube one centimeter on each side will have a volume of one
   cubic centimeter and a surface area of six square centimetrs.

21. how to determine the volume of any rectangular object.

22. that a one cubic centimeter volume of liquid is called a
   milliliter.

23. that one thousand milliliters, or one thousand cubic centimeters,
   is one liter.

24. that the liter is the SI unit of liquid volume measurement.


25. that when a solid object is placed in a liquid like water, it
   displaces the liquid so that the level of the liquid in the
   container rises by a volume equal to the volume of the object.

26. how to use displacement to find the volume of a solid object in
   cubic centimeters.

                       --------- MASS --------

27. that matter is a general term for what everything is made of.

28. that mass is the amount of matter in an object.

29. weight is the force of gravity pulling on the mass of an object.

30. that the mass of one milliliter or one cubic centimeter of water
   (pure liquid at 4 degrees Celius) is called one gram in SI.

31. why one liter of water has a mass of one kilogram.

32. why the mass of an object on the Moon is the same as it was on
   Earth, but its weight will be less.

33. that a balance scale is used to find the mass of an object.

34. how to use a balance scale to find the mass of an object.

                        ------ DENSITY ------

35. that density is the average amount of mass in each unit of volume
   of an object.

36. that density is determined by dividing the mass of an object by
   its volume.

37. that the SI unit for density is grams per cubic centimeter.

38. how to determine the density of an object.

                      -----  TEMPERATURE ------

39. that the measurement of temperature in SI is based on the
   characteristics of water.

40. that the SI unit of measurement for temperature is the degree
   Celcius.

41. that water freezes and melts at 0 degrees Celcius.

42. that water evaporates and condenses at 100 degrees Celcius.

                   ------  DATA MANIPULATION ------
43. that a data table shows...

44. that a graph shows trends in data...

45. that a chart...

PERFORMANCE OBJECTIVES for each Topic.

After completion of all tasks, the student should be able to:

Course Overview
1. Outline the course sequence, and 2. Describe the
mechanics of the course.

Global population growth
1. Describe predicted changes and causes in world
population, and 2. describe how increasing population
will affect their lives.

Non/renew natural resources
1. distinguish between renewable and nonrenewable
resources, and 2. given a description of a resource,
classify it as renewable or nonrenewable, 3. identify
renewable resources as better for humans to use.

Resource Decisions
1. generalize that management of a resource includes
inventory, planning, implementation, and 2. associate
acquisition of knowledge with the inventory step of
natural resource management.

Management and the Scientific Method
1. explain with examples how acquisition of knowledge
is related to management of natural resources. 2.
define science, 3. List steps in a scientific method.
4. relate experiments to the testing of hypotheses.

Experimental Controls and Variable
1. define a laboratory as a situation in which all
variables can be controlled for the purpose of
experimentaton, and 2. design a laboratory and
experiment to test a given hypothesis.

Gathering Data in Earth Science
1. list some ways that Earth scientists gather data to
test hypotheses

Measurement in Science: SI, Length
1. define measurement as a comparison to a standard. 2.
measure length, area in SI. 3. Explain how SI prefixes
indicate the size of SI units.

Area and Solid Rectangular Volume in SI
1. measure length to the proper decimal place. 2.
determine rectangular surface area. 3. determine the
volume of a rectangular solid using length 4. explain
the relationship between solid and liquid volume in SI.





Liquid volume and Mass
1. Explain the relationship between rectangular solid
and fluid volumes in SI. 2. Define the gram as the mass
of one ml of water. 3. Convert units of SI. 4. Differentiate mass from weight.

After completion of all tasks, the student should be able to:

Mass/Graph Lab: Pennies
1. use a triple beam balance scale to measure mass to
an acuracy of +/- .05 gram. 2. Use a data table to
construct a bar graph. 3. Explain control of variables
and sources of error in a experiment.

Data Analysis, Volume by Displacement
1. Analyze a compilation of data from an experiment. 2.
Find the volume of an irregular solid by using
displacement.


Density
1. define density as the average amount of mass of an
object in each unit of volume. 2. determine density.

Density Lab
1. Identify common materials as being more or less
dense than others. 2. Use a range g/cc to describe the
density of common materials. 3. Use a graduated
cylinder to determine volume by displacement.

Data Analysis, Population Revisit
1. Analyze the data from an experiment by identifying
their contributed data, by recognizing obvious errors,
and by identifying trends in the data.

Living On the Earth
1. Recognize the importance of mesurements in planning
for Earth management.

Temperature in SI
1. Explain the origin of the Celsius temperature scale.
2. Convert between Celcius and Fahrenheit temp scales,
given a a formula.

Fieldwork
1. compare field work with lab work in terms of control
of variables. 2. suggest the role and structure of the
lab/field report in terms of scientific method.


Review for Test
1. Review for the test by prioritizing topics for
review.