evidence is required to evaluate hypotheses and explanations; observation and are essential for reaching a conclusion; and evidence is evaluated for scientific theories. and stratigraphy, fossils) can be used to make predictions of future interactions and allow scientific explanations for what has happened in the past. make predictions, using scientific data and data analysis. use data to support or reject a hypothesis. differentiate between systematically-obtained, verifiable data and unfounded claims. evaluate statements to determine if systematic science is used correctly, consistently, thoroughly, and in the proper context. distinguish between examples of observations and inferences. explain how scientific methodology is used to support, refute, or improve scientific theories. contrast the formal, scientific use of the term “theory” with the everyday nontechnical usage of “theory.” compare and contrast hypotheses, theories, and scientific laws. For example, students should be able to compare/contrast the Law of Superposition and the Theory of Plate Tectonics. Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations
ES.3 The student will investigate and understand the characteristics of Earth and the solar system. Key concepts include position of Earth in the solar system; relationships (seasons, tides, and eclipses); characteristics of the sun, planets and their moons, comets, meteors, and asteroids; and the history and contributions of space exploration. In order to meet this standard, it is expected that students will analyze the role of 1) the position of in the Solar System; 2) the size of Earth and sun; and 3) Earth’s axial tilt in affecting the evolution of the planet and life on the planet. analyze historical explanations for the origin of the moon. create a model showing the position of Earth, the moon, and the resulting moon phases. explain why there is not a solar and lunar eclipse each month. create a model showing the position of Earth, moon, and sun during a solar and lunar eclipse. differentiate between the inner (terrestrial) planets and the outer (gaseous) planets and their corresponding atmospheric characteristics. compare and contrast the internal makeup of the four inner planets and explain why they vary so significantly. compare and contrast the atmospheres, planetary makeup, surface conditions, and rotation of the planets. compare the classification of the dwarf planet Pluto to the planets in relation to its orbit, and its similarity to other objects in the Kuiper Belt. compare and contrast the defining characteristics among moons, comets, meteoroids, and asteroids. compare and contrast the characteristics of Venus, Earth, Mercury, and Mars, and interpret various reasons why each planet has such characteristics. Activities: ES.3d ES.1a, b, e Learn how objects are launched into space. (Model) ES.3d ES.1a, e Explore the problem of removing a satellite from orbit. (Model) ES.3b, c ES.1b, c Explore what causes the phases of the moon. (Model) ES.3a, b, c ES.1b, c Explore how the changing length of daylight causes seasons on Earth. (Model and Sensor: Temperature) ES.3b, c ES.1b, c, e Use a sensor to explore how the changing position of the sun causes seasons on the Earth. (Sensor: Light) Models/Simulations: This model shows the amount of light energy landing on a patch of earth as the earth rotates. (T) The moon revolves around the Earth. The corresponding phase of the moon, as viewed from Earth, is displayed. (T)
predict what conditions we need to have in place for another celestial object to support life. compare the various types of evidence obtained from the Apollo moon landings and other lunar exploration and how this is used to inform thinking about the moon. analyze how the role of technology (Galileo’s telescope, Hubble telescope, planetary orbiters, landers/rovers) has contributed to social and scientific change and enlightenment. create a timeline of key events in space exploration. The International Space Station has reached the end of its useful life. Try to remove it from its orbit. Once you learn how to bring the ISS down ("deorbit"), your goal will be to land on the water (blue) and not the land with the least amount of fuel used. (S) Manipulate the mass, direction, and initial speed of different space bodies through a variety of presets. (S) Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations ES.4 The student will investigate and understand how to identify major rock-forming and ore minerals based on physical and chemical properties. Key concepts include hardness, color and streak, luster, cleavage, fracture, and unique properties; and uses of minerals. In to meet this standard, it is expected that students will analyze why certain common metallic elements (iron, aluminum, silicon) are rarely, if ever, found in the native state. analyze the distribution and persistence of minerals at or near Earth’s surface in terms of Earth’s general structure, plate tectonics, and chemical and physical weathering. analyze the relationship between the qualities of cleavage, fracture, and hardness and the molecular structure and chemistry of silicates, carbonates, and oxides. identify minerals by their physical properties, such as hardness, color, luster, and streak. recognize some major rock-forming minerals such as quartz, feldspar, calcite, and mica. recognize ore minerals including pyrite, magnetite, hematite, galena, graphite, and sulfur. Activities: ES.4a, b ES.1b, c, e Explore some features of crystals. (Model) ES.4a, b ES.1b, c, e Use a set of molecular models to explore how melting molecular crystals affects their atomic structure. (Model) ES.4a ES.1a, b, c Use a model and a sensor to observe and describe the growth of crystals from everyday materials. (Sensor: Digital Microscope) Models/Simulations:
Standard Essential Knowledge, Skills, and Processes Activities, Models, and Simulations ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include geologic processes and their resulting features; and b) tectonic processes. In to meet this standard, it is expected that students will on a map the physiographic provinces of Virginia. comprehend the topographic, rock-type and geologic-structural characteristics of each physiographic province of Virginia. analyze the geologic history of Virginia in terms of the structures, rock types, and topography represented in the five physiographic provinces. integrate and interpret the rock cycle, plate tectonics, and Virginia’s geology in an interacting diagram. analyze how multiple continental collisions and rifting events over the last billion years have created the current physiography of Virginia. comprehend and apply the details of Plate Tectonics Theory to the formation of continents, mountain chains, island arcs, deep open trenches, earthquake zones, and continental and midocean volcanism. analyze the composition and structure of the continental and oceanic lithosphere in of topographic features, density, thickness, and rates of motion. compare and contrast various types of volcanism and geothermal activity (i.e., Hawaii, Iceland, Mount St. Helens, Catoctin Greenstone, Tambora, the Deccan Traps, and Yellowstone). compare and contrast different of current and ancient plate boundaries (i.e., Japan, California, New Madrid, Missouri, the Appalachian system, Iceland, and Tonga). analyze how seismic waves provide evidence of the structure of the deep Earth including the inner and outer core in terms of composition, density, and viscosity. Activities: ES.7a, b ES.1b, e - Investigate patterns in the and magnitude of earthquakes around the world. (Model) ES.7a, b ES.1b, e Observe at patterns of earthquakes below Earth's surface and relate earthquakes to plate movement. (Model) ES.7a, b ES.1b, e Use software called *Seismic Waves: A program for the visualization of wave propagation* to illustrate how waves from an earthquake travel to seismic stations throughout the earth. (Model) Models/Simulations: