Earth Science Quarterly Map 5 31

Earth
Science Curriculum Map- May 2013

Quarter
1
2
3
4

Page
2-5
6-9
10-13
14-17
This map is the version that was created based on the surveys and feedback received from teachers during the
2012-2013 school year. This will be the map we use during the 2013-2014 school year. Please keep track of
pacing in your classroom so that we can make accurate adjustments to future versions of the map.
Science Content/Language Objectives

Key Concepts for Differentiation
Vocabulary
Additional Resources/Notes
Benchmarks
Intended Learning Outcomes (ILO)
The Science Content and Language Objectives are to be posted for each lesson, restated to
students during the lesson, and revisited at the end of each lesson. These are written as I Can
statements.
In an effort to assist teachers in the process of differentiation in Tier I teaching, Key Concepts
have been identified in the curriculum maps as those specific objectives a teacher would focus on
during small group instruction with struggling students.

Key concepts cover minimum, basic skills and knowledge every student must master. Key
Concepts are not an alternative to teaching the entire Utah Core Standards, rather they
emphasize which concepts to prioritize for differentiation.
Use in word walls, or in science notebooks and graphic organizers.
Teachers are encouraged to makes notes or jot down resources they find useful for each unit.
The Pre and Post assessments should be integrated into classroom instruction and used as
formative tools to plan instruction and differentiation.
These describe the goals for science skills and attitudes. They are an integral part of the Core that
should be included as part of instruction.

Earth Science Curriculum Map 2013
Quarter 1
Earth Science
48 days (24 A, 24 B days)
Concepts:
Scientific Method (ILO based, not content specific, 1 week instructional time)
Astronomy
May 2013 Edition
Skills:
generalize, conclude, hypothesize, infer, compare, predict,
interpret, analyze, relate, calculate, observe, describe,
classify, experiment, investigate
Standards:
Standard I: Students will understand the scientific evidence that supports theories that explain how the universe and the solar system developed.
They will compare Earth to other objects in the solar system.
Objective 1: Describe both the big bang theory of universe formation and the nebular theory of solar system formation and evidence supporting
them.
Objective 2: Analyze Earth as part of the solar system, which is part of the Milky Way galaxy.
Science Content
Vocabulary students should use
Resources/Notes

I can identify the scientific evidence for the age of the solar
Big bang
Milky Way
system including Earth (e.g., radioactive decay).
theory
Galaxy
I can describe the big bang theory and the evidence that
Biosphere
Nebular
supports this theory (e.g., cosmic background radiation,
Theory
Composition
abundance of elements, distance/redshift relation for galaxies). Heavy
Scale
I can describe the nebular theory of solar system formation and
Solar System
elements
the evidence supporting it (e.g., solar system structure due to
gravity, motion and temperature; composition and age of
meteorites; observations of newly forming stars).
I can explain that heavy elements found on Earth are formed in
stars.
I can investigate and report how science has changed the
accepted ideas regarding the nature of the universe throughout
history.
I can provide an example of how technology has helped
scientists investigate the universe.
I can relate the composition of objects in the solar system to
their distance from the Sun.
I can compare the size of the solar system to the Milky Way
galaxy.
I can compare the size and scale of objects within the solar
system.
I can evaluate the conditions that currently support life on Earth
(biosphere) and compare them to the conditions that exist on
other planets and moons in the solar system (e.g.,atmosphere,
hydrosphere, geosphere, amounts of incoming solar energy,
habitable zone).
Science Language Objectives & ILOs
Teachers should address these objectives in multiple lessons
throughout the school year. The R and W code at the beginning of
the objective refers to the Core Standard item for Reading or Writing
for secondary students. The science ILO aligned to the Core Standard
is in parenthesis.
R-1. I can cite specific textual evidence to support analysis of
science and technical texts. (ILO 4d, 6c)
R-2 I can determine the central ideas or conclusions of a text;
provide an accurate summary of the text distinct from prior
knowledge or opinions. (ILO 1b, 4a)
R-3 I can follow precisely a multistep procedure when carrying
out experiments, taking measurements, or performing
technical tasks. (ILO 1e, 3d, 6b)
R-4 I can determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a
specific scientific or technical context.
R-5 I can analyze the structure an author uses to organize a
text, including how the major sections contribute to the whole
and to an understanding of the topic. (ILO 2a)
R-6 I can analyze authors purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text.
(ILO 2c)
R-7 I can integrate quantitative or technical information
expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph,
or table). (ILO 1a, 1e, 4e, 4f)
R-8 I can distinguish among facts, reasoned judgment based on
research findings, and speculation in a text. (ILO 1f, 2b, 6c, 6d)
R-9 I can compare and contrast the information gained from

experiments, simulations, video, or multimedia sources with
that gained from reading a text on the same topic. (ILO 3c, 6d)
R-10 I can read and comprehend science/technical texts grades
7-10 in text complexity band independently and proficiently.
(ILO 3a)
W-1 I can write arguments focused on discipline-specific
content. (ILO 1e, 1f, 2e, 4a, 4b, 4c)
W-2 I can write informative & explanatory texts, including the
narration of historical events, scientific procedures/
experiments, or technical processes. (ILO 1e, 4b, 4c, 6d)
W-4 I can produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (ILO 1e, 4b)
W-5 I can develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
addressed. (ILO 4b, 4c)
W-6 I can use technology, including the Internet, to produce
and publish writing and present the relationships between
information and ideas clearly and efficiently. (ILO 4a, 4b)
W-7 I can conduct short research projects to answer a question
(including a self-generated question), drawing on several
sources and generating additional related, focused questions
that allow for multiple avenues of exploration. (ILO 1e, 2b, 3d,
6d)
W-8 I can gather relevant information from multiple print and
digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation. (ILO
4d)
W-9 I can draw evidence from informational texts to support
analysis, reflection, and research. (ILO 4a, 6d)
W-10 I can write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences. (ILO 4b)
Benchmark Assessment: Acuity, multiple choice. Pre Assessment done as soon as possible in the quarter, results are used to plan
instruction (differentiation) for 1st quarter. Post assessment done at the end of the term (or beginning of 2nd term) to see progress and
growth of students.

Quarter 2
Concepts:
Plate Tectonics
Hydrosphere (intro)
Earth Science
May 2013 edition
Skills:
Standards:
Standard II: Students will understand Earths internal structure and the dynamic nature of the tectonic plates that form its surface.
Objective 1: Evaluate the source of Earths internal heat and the evidence of Earths internal structure.
Objective 2: Describe the development of the current theory of plate tectonics and the evidence that supports this theory.
Objective 3: Demonstrate how the motion of tectonic plates affects Earth and living things.
Standard IV: Students will understand the dynamics of the hydrosphere.
Objective 1: Characterize the water cycle in terms of its reservoirs, water movement among reservoirs and how water has been recycled
throughout time.
Science Content
Resources/Notes

I can identify that radioactive decay and heat of formation
Radioactive
Plate tectonics
are the sources of Earths internal heat.
decay
Mantle plumes
I can trace the lines of scientific evidence (e.g., seismic
Heat of
Sea floor
studies, composition of meteorites, and samples of the crust
formation
spreading
and mantle) that led to the inference that Earths core,
Core
Earthquake
mantle, and crust are separated based on composition.
Mantle
Volcano
I can trace the lines of scientific evidence that led to the
Crust
Lithospheric
inference that Earths lithosphere, asthenosphere,
plate
Composition
mesosphere, outer core, and inner core are separated based Asthenosphere Convergent
on physical properties.
boundary
Mesosphere
I can model how convection currents help distribute heat
Divergent
Outer core
within the mantle.
boundary
Inner core
I can explain Alfred Wegeners continental drift hypothesis,
Transform
Physical
his evidence (e.g., fossil record, ancient climates, geometric
boundary
properties
fit of continents), and why it was not accepted in his time.
Reservoir
Continental
I can cite examples of how the geologic record preserves
Water cycle
drift
evidence of past change.
Geologic record Evaporation
I can establish the importance of the discovery of mid-ocean
Condensation
Mid ocean
ridges, oceanic trenches, and magnetic striping of the sea
floor to the development of the modern theory of plate

tectonics.
I can explain how mantle plumes (hot spots) provide
evidence for the rate and direction of tectonic plate motion.
I can organize and evaluate the evidence for the current
theory of plate tectonics: sea floor spreading, age of sea
floor, distribution of earthquakes and volcanoes.
I can describe a lithospheric plate and identify the major
plates of the Earth.
I can describe how earthquakes and volcanoes transfer
energy from Earths interior to the surface (e.g., seismic
waves transfer mechanical energy, flowing magma transfers
heat and mechanical energy).
I can model the factors that cause tectonic plates to move
(e.g., gravity, density, convection).
I can model tectonic plate movement and compare the
results of plate movement along convergent, divergent, and
transform boundaries (e.g., mountain building, volcanoes,
earthquakes, mid-ocean ridges, oceanic trenches).
I can design, build, and test a model that investigates local
geologic processes (e.g., mudslides, earthquakes, flooding,
erosion) and the possible effects on human-engineered
structures (e.g., dams, homes, bridges, roads).
I can identify oceans, lakes, running water, frozen water,
ground water, and atmospheric moisture as the reservoirs of
Earths water cycle, and graph or chart the relative amounts
of water in each.
I can describe how the processes of evaporation,
condensation, precipitation, surface runoff, ground
infiltration and transpiration contribute to the cycling of
water through Earths reservoirs.
I can model the natural purification of water as it moves
through the water cycle and compare natural purification to
processes used in local sewage treatment plants.

ridge
Oceanic trench
Magnetic
striping

Precipitation
Surface runoff
Ground
infiltration
Transpiration
Natural
purification
Science Language Objectives

Teachers should address these objectives more than once, in multiple
lessons throughout the school year. The R and W code at the
beginning of the objective refers to the Core Standard item for
Reading or Writing for secondary students. The science ILO aligned
to the Core Standard is in parenthesis.
out experiments, taking measurements, or performing technical
tasks. (ILO 1e, 3d, 6b)
R-5 I can analyze the structure an author uses to organize a text,
including how the major sections contribute to the whole and to
an understanding of the topic. (ILO 2a)
(ILO 2c)
R-10 I can read and comprehend science/technical texts grades
7-10 in text complexity band independently and proficiently.
(ILO 3a)
W-1 I can write arguments focused on discipline-specific

content. (ILO 1e, 1f, 2e, 4a, 4b, 4c)
narration of historical events, scientific procedures/
experiments, or technical processes. (ILO 1e, 4b, 4c, 6d)
W-5 I can develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
addressed. (ILO 4b, 4c)
W-6 I can use technology, including the Internet, to produce and
publish writing and present the relationships between
information and ideas clearly and efficiently. (ILO 4a, 4b)
(including a self-generated question), drawing on several
sources and generating additional related, focused questions
that allow for multiple avenues of exploration. (ILO 1e, 2b, 3d,
6d)
digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and
following a standard format for citation. (ILO 4d)
reflection and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes,
and audiences. (ILO 4b)
instruction (differentiation) for 2nd quarter. Post assessment done at the end of the term (or beginning of 3rd term) to see progress and
growth of students.

Quarter 3
Concepts:
Hydrosphere (continue)
Weather/Atmosphere (begin)
Earth Science
May 2013 edition
Skills:
Standards:
Standard IV: Students will understand the dynamics of the hydrosphere.
Objective 2: Analyze the characteristics and importance of freshwater found on Earths surface and its effect on living systems.
Objective 3: Analyze the physical, chemical, and biological dynamics of the oceans and the flow of energy through the oceans.
Standard III: Students will understand the atmospheric processes that support life and cause weather and climate.
Objective 1: Relate how energy from the Sun drives atmospheric processes and how atmospheric currents transport matter and transfer energy.
Objective 2: Describe elements of weather and the factors that cause them to vary from day to day.
Science Content
Resources/Notes
I can investigate the properties of water: exists in all three

states, dissolves many substances, exhibits adhesion and
Adhesion
Atmosphere
cohesion, density of solid vs. liquid water.
Cohesion
Greenhouse
I can plan and conduct an experiment to investigate biotic and
effect
Biotic
abiotic factors that affect freshwater ecosystems.
Coriolis effect
Abiotic
I can use data collected from local water systems, to evaluate
Hadley cells
Ecosystem
water quality and conclude how pollution can make water
Trade winds
Environmental
unavailable or unsuitable for life.
Prevailing
concerns
I can research and report how communities manage water
(social,
westerlies
resources (e.g., distribution, shortages, quality, flood control) to
economic)
Ozone
address social, economic, and environmental concerns.
Outgassing of
Stratosphere
I can research how the oceans formed from outgassing by
volcanoes,
Troposphere
volcanoes and ice from comets.
comets
Air pollution
I can investigate how salinity, temperature, and pressure at
Salinity
Weather
different depths and locations in oceans and lakes affect
Chemical
Low pressure
saltwater ecosystems.
properties
system
I can design and conduct an experiment comparing chemical
Physical
High pressure
properties (e.g., chemical composition, percent salinity) and
Properties
system
physical properties (e.g., density, freezing point depression) of
Energy Flow
Air mass
freshwater samples to saltwater samples from different
Reflect
Cold front
sources.
10
I can model energy flow in the physical dynamics of oceans

(e.g., wave action, deep ocean tides circulation, surface
currents, land and sea breezes, El Nio, upwellings).
I can evaluate the impact of human activities (e.g., sediment,
pollution, overfishing) on ocean systems.
I can compare and contrast the amount of energy coming from
the Sun that is reflected, absorbed or scattered by the
atmosphere, oceans, and landmasses.
I can construct a model that demonstrates how the greenhouse
effect contributes to atmospheric energy.
I can conduct an investigation on how the tilt of Earths axis
causes variations in the intensity and duration of sunlight
striking Earth.
I can explain how uneven heating of Earths atmosphere at the
equator and polar regions combined with the Coriolis effect
create an atmospheric circulation system including, Hadley cells,
trade winds, and prevailing westerlies, which move heat energy
around Earth.
I can explain how the presence of ozone in the stratosphere is
beneficial to life, while ozone in the troposphere is considered
an air pollutant.
I can identify the elements of weather and the instruments used
to measure them (e.g.,temperaturethermometer;
precipitationrain gauge or Doppler radar; humidity
hygrometer; air pressurebarometer; windanemometer;
cloud coveragesatellite imaging).
I can describe conditions that give rise to severe weather
phenomena (e.g., thunderstorms, tornadoes, hurricanes, El
Nio/La Nia).
I can explain a difference between a low pressure system and a
high pressure system, including the weather associated with
them.
I can diagram and describe cold, warm, occluded, and stationary
boundaries (weather fronts) between air masses.
I can design and conduct a weather investigation, use an
Absorb
Scatter

Warm front
Stationary
front
Occluded
front
11
appropriate display of the data, and interpret the observations

and data.
Teachers should address these objectives in multiple lessons
throughout the school year. The R and W code at the beginning of
the objective refers to the Core Standard item for Reading or Writing
for secondary students. The science ILO aligned to the Core Standard
is in parenthesis.
out experiments, taking measurements, or performing
technical tasks. (ILO 1e, 3d, 6b)
R-5 I can analyze the structure an author uses to organize a
text, including how the major sections contribute to the whole
and to an understanding of the topic. (ILO 2a)
(ILO 2c)
R-10 I can read and comprehend science/technical texts grades 7-10
12
in text complexity band independently and proficiently. (ILO 3a)

W-1 I can write arguments focused on discipline-specific content.
(ILO 1e, 1f, 2e, 4a, 4b, 4c)
narration of historical events, scientific procedures/ experiments, or
technical processes. (ILO 1e, 4b, 4c, 6d)
W-5 I can develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed. (ILO 4b, 4c)
publish writing and present the relationships between information
and ideas clearly and efficiently. (ILO 4a, 4b)
(including a self-generated question), drawing on several sources
and generating additional related, focused questions that allow for
multiple avenues of exploration. (ILO 1e, 2b, 3d, 6d)
W-8 I can gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a
standard format for citation. (ILO 4d)
reflection and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences. (ILO 4b)
instruction (differentiation) for 3rd quarter. Post assessment done at the end of the term (or beginning of 4th term) to see progress and
growth of students.

13
Quarter 4
Earth Science
May 2013 edition
Concepts:
Skills:
Weather/Atmosphere (continue)
Human Impact
State Test review + State test (1 week, 1 day instructional time)
Standards:
Standard III: Students will understand the atmospheric processes that support life and cause weather and climate.
Objective 3: Examine the natural and human-caused processes that cause Earths climate to change over intervals of time ranging from decades to
millennia.
Standard V: Students will understand how Earth science interacts with society.
Objective 1: Characterize Earth as a changing and complex system of interacting spheres.
Objective 2: Describe how humans depend on Earths resources.
Objective 3: Indicate how natural hazards pose risks to humans.
Science Content
Resources/Notes
I can explain differences between weather and climate and the

methods used to investigate evidence for changes in climate (e.g.,
Weather
Feedback
ice core sampling, tree rings, historical temperature
loops
Climate
measurements, changes in the extent of alpine glaciers, changes in
Earths
Carbon cycle
the extent of Arctic sea ice).
resources
Fossil fuels
I can explain how Earths climate has changed over time and
Scientific
Climate change
describe the natural causes for these changes (e.g., Milankovitch
literacy
Ecosystems
cycles, solar fluctuations, plate tectonics).
Natural
Biosphere
I can describe how human activity influences the carbon cycle and
hazards
Geosphere
may contribute to climate change.

Atmosphere
I can explain the differences between air pollution and climate
Hydrosphere
change and how these are related to societys use of fossil fuels.

I can investigate the current and potential consequences of
climate change (e.g., ocean acidification, sea level rise,
desertification, habitat loss) on ecosystems, including human
communities.
I can illustrate how energy flowing and matter cycling within
Earths biosphere, geosphere, atmosphere, and hydrosphere give
rise to processes that shape Earth.
I can explain how Earths systems are dynamic and continually
14
react to natural and human-caused changes.

I can explain how technological advances lead to increased human
knowledge (e.g., satellite imaging, deep sea ocean probes, seismic
sensors, weather radar systems) and ability to predict how
changes affect Earths systems.
I can design and conduct an experiment that investigates how
Earths biosphere, geosphere, atmosphere, or hydrosphere reacts
to human-caused change.
I can research and report on how scientists study feedback loops
to inform the public about Earths interacting systems.
I can investigate how Earth's resources (e.g., mineral resources,
petroleum resources, alternative energy resources, water
resources, soil and agricultural resources) are distributed across
the state, the country, and the world.
I can research and report on how human populations depend on
Earth resources for sustenance and how changing conditions over
time have affected these resources (e.g., water pollution, air
pollution, increases in population).
I can predict how resource development and use alters Earth
systems (e.g., water reservoirs, alternative energy sources, wildlife
preserves).
I can describe the role of scientists in providing data that informs
the discussion of Earth resource use.
I can justify the claim that Earth science literacy can help the public
make informed choices related to the extraction and use of natural
resources.
I can identify and describe natural hazards that occur locally (e.g.,
wildfires, landslides, earthquakes, floods, drought) and globally
(e.g., volcanoes, tsunamis, hurricanes).
I can evaluate and give examples of human activities that can
contribute to the frequency and intensity of some natural hazards
(e.g., construction that may increase erosion, human causes of
wildfires, climate change).
I can document how scientists use technology to continually
improve estimates of when and where natural hazards occur.
15
I can investigate and report how social, economic, and

environmental issues affect decisions about human-engineered
structures (e.g., dams, homes, bridges, roads).
Teachers should address these objectives in multiple lessons throughout
the school year. The R and W code at the beginning of the objective
refers to the Core Standard item for Reading or Writing for secondary
students. The science ILO aligned to the Core Standard is in parenthesis.
R-3 I can follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
(ILO 1e, 3d, 6b)
R-4 I can determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific
scientific or technical context.
R-5 I can analyze the structure an author uses to organize a text,
including how the major sections contribute to the whole and to an
understanding of the topic. (ILO 2a)
describing a procedure, or discussing an experiment in a text. (ILO
2c)
R-7 I can integrate quantitative or technical information expressed
in words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table). (ILO
1a, 1e, 4e, 4f)
experiments, simulations, video, or multimedia sources with that
gained from reading a text on the same topic. (ILO 3c, 6d)
16
R-10 I can read and comprehend science/technical texts grades 7-

10 in text complexity band independently and proficiently. (ILO 3a)
W-1 I can write arguments focused on discipline-specific content.
(ILO 1e, 1f, 2e, 4a, 4b, 4c)
narration of historical events, scientific procedures/ experiments,
or technical processes. (ILO 1e, 4b, 4c, 6d)
W-5 I can develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed. (ILO 4b, 4c)
publish writing and present the relationships between information
and ideas clearly and efficiently. (ILO 4a, 4b)
(including a self-generated question), drawing on several sources
and generating additional related, focused questions that allow for
multiple avenues of exploration. (ILO 1e, 2b, 3d, 6d)
digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a
standard format for citation. (ILO 4d)
reflection and revision) and shorter time frames (a single sitting or
a day or two) for a range of discipline-specific tasks, purposes, and
audiences. (ILO 4b)
instruction (differentiation) for 4th quarter. Post assessment is recommended, but not required (state test may make computer labs
inaccessible to do post-test).

17

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Earth

Science Curriculum Map- May 2013

Science Content/Language Objectives

48 days (24 A, 24 B days)

May 2013 Edition

R-9 I can compare and contrast the information gained from

Earth Science Curriculum Map 2013

reflection and revision) and shorter time frames (a single

Earth Science Curriculum Map 2013

41 days (21 A, 20 B days)

May 2013 edition

floor to the development of the modern theory of plate

Science Language Objectives

W-1 I can write arguments focused on discipline-specific

46 days (23 A, 23 B days)

May 2013 edition

I can model energy flow in the physical dynamics of oceans

appropriate display of the data, and interpret the observations

in text complexity band independently and proficiently. (ILO 3a)

Earth Science Curriculum Map 2013

43 days (21 A, 22 B days)

May 2013 edition

react to natural and human-caused changes.

I can investigate and report how social, economic, and

R-10 I can read and comprehend science/technical texts grades 7-

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