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The document outlines learning targets related to understanding Earth's climate system across 11 levels or scales of increasing complexity. The targets cover topics such as the sun as an energy source for Earth, properties of waves, how energy is transmitted through the atmosphere, the composition of the atmosphere and its layers, the carbon cycle, coevolution of Earth's systems and life, carbon dioxide levels over time, feedback loops, how energy flows into and out of Earth's system, and examples of climate change and their potential impacts. The targets are structured to build understanding of these climate science concepts from basic identification and recognition to developing and using explanatory models and conducting analysis and assessments.
The document outlines learning targets related to understanding Earth's climate system across 11 levels or scales of increasing complexity. The targets cover topics such as the sun as an energy source for Earth, properties of waves, how energy is transmitted through the atmosphere, the composition of the atmosphere and its layers, the carbon cycle, coevolution of Earth's systems and life, carbon dioxide levels over time, feedback loops, how energy flows into and out of Earth's system, and examples of climate change and their potential impacts. The targets are structured to build understanding of these climate science concepts from basic identification and recognition to developing and using explanatory models and conducting analysis and assessments.
The document outlines learning targets related to understanding Earth's climate system across 11 levels or scales of increasing complexity. The targets cover topics such as the sun as an energy source for Earth, properties of waves, how energy is transmitted through the atmosphere, the composition of the atmosphere and its layers, the carbon cycle, coevolution of Earth's systems and life, carbon dioxide levels over time, feedback loops, how energy flows into and out of Earth's system, and examples of climate change and their potential impacts. The targets are structured to build understanding of these climate science concepts from basic identification and recognition to developing and using explanatory models and conducting analysis and assessments.
Earths global climate system is the sun. I can identify other minor sources of energy that may contribute to global climate and weather
I can identify the amplitude,
wavelength, and frequency of a wave
I can calculate or measure the
amplitude, wavelength, frequency and velocity of a wave
I can describe a model for waves
that includes how the amplitude, wavelength, velocity and frequency are related to the energy of a wave.
I can draw or build a model for waves
that includes how the amplitude, wavelength, velocity and frequency are related to the energy of a wave.
I can compare and
contrast how energy is transmitted through conduction, convection, radiation and absorption.
I can explain a model (diagram)
which describes how energy, in the form of waves, can be reflected, absorbed, stored, and redistributed among the atmosphere, ocean, and land systems, and re-radiated into space, through conduction, convection and radiation.
I can develop and explain a model
(diagram) to describe how energy, in the forms of waves, can be reflected, absorbed, stored, and redistributed among the atmosphere, ocean, and land systems, and reradiated into space, through conduction, convection and radiation.
N/A
I can identify the gases that
make up the atmosphere
I can identify the three main
gases that make up the atmosphere and the approximate percentage of each gas in the atmosphere
I can create a diagram that
identifies the three main gases that make up the atmosphere and the approximate percentage of each gas in the atmosphere.
I can create a diagram that identifies
the three main gases and trace gases that make up the atmosphere and the approximate percentage of each gas in the atmosphere.
I can recognize that the
atmosphere is broken into layers
I can identify the four major
layers of the atmosphere
I can identify the four major layers of
the atmosphere and identify one characteristics of each layer
I can identify the four major layers of the
atmosphere and identify several characteristics of each layer
I can label a diagram of the
carbon cycle.
I can develop a model (ex.
diagram) to describe the cycling of carbon through photosynthesis and respiration between the and biosphere.
I can develop a model (ex.
diagram) to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
I can develop a model (ex. diagram)
to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere and include the chemical changes that carbon experiences in the carbon cycle.
I can define coevolution.
I can identify and describe an
example of coevolution of Earths systems and life on Earth.
I can construct an argument based
on evidence about the simultaneous coevolution of Earth's systems and life on Earth.
N/A
I can identify current and
past CO2 data to explain how CO2 levels have changed over time.
I can analyze current and past
CO2 data to explain how CO2 levels have changed over time.
I can analyze current and past CO2
data and predict changes in future CO2 levels based on current data.
I can analyze current and past CO2
data, predict changes in future CO2 levels based on current data, and explain the impact of my prediction on Earths systems.
I can define positive and
negative feedback loops.
I can identify and describe an
example of a positive feedback loop and an example of a nxegative feedback loop.
I can model a positive and negative
feedback loop that relates to the carbon cycle and connect these to human activities on earth.
I can model a positive and negative
feedback loop that relates to the climate change and connect these to human activities on earth.
I can describe how energy
flows into and out of Earths system (Electromagnetic radiation)
I can describe how energy flows
into and out of Earths system (Electromagnetic radiation) and connect to changes in surface temperature.
I can use a model to describe how
variations in the flow of energy into and out of Earths systems result in changes in climate (Ex. Changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution)
I can use a model to describe how
variations in the flow of energy into and out of Earths systems result in changes in climate and relate to feedback loops.
I can identify one example
of a climate change.
I can identify and describe one
example of a climate change.
I can assess the potential impact of
one example of a climate change (temperature or precipitation) on sea level, glacial ice, atmospheric composition, or ocean composition.
I can assess the potential impact of
multiple examples of climate change which occur together on sea level, glacial ice, atmospheric composition, or ocean composition.