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TABLE OF CONTENTS - Lindbergh School District

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predict the next day’s weather<br />

f. Recognize that significant changes in<br />

temperature and barometric pressure may<br />

cause dramatic weather phenomena (i.e.,<br />

severe thunderstorms, tornadoes, hurricanes)<br />

Concept G: The geosphere, hydrosphere and<br />

atmosphere are continually interacting<br />

through processes that transfer energy and<br />

Earth materials<br />

f. On current weather products, students will<br />

associate severe weather with weather<br />

patterns on a national weather map. (1.6)<br />

Not assessed at this level<br />

f. Students will reflect upon weather<br />

patterns as they relate to temperature and<br />

parametric pressure.<br />

Strand 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere and Hydrosphere)<br />

3. Human activity is dependent upon and affects Earth’s resources and systems<br />

Major Objectives IS Suggested Activities<br />

These samples activities offer ideas and are not<br />

meant to limit teacher or student<br />

Concept A: Earth’s materials are limited<br />

natural resources that are affected by<br />

human activity<br />

Scope and Sequence – Energy Transformations<br />

resourcefulness.<br />

Grade 6 & 7<br />

Suggested Assessments<br />

These samples assessments offer ideas and are<br />

not meant to limit teacher or student<br />

resourcefulness<br />

a. Distinguish between renewable (e.g.,<br />

geothermal, hydroelectric) and<br />

nonrenewable (e.g., fossil fuels) energy<br />

sources<br />

R<br />

C1<br />

C3<br />

C9<br />

C11<br />

a. As a class, students will create a list of<br />

energy sources used on Earth. Label them<br />

as renewable or non-renewable. (1.2; 1.5;<br />

1.8; 2.3; 2.6; 4.6)<br />

a. Students will research various energy<br />

resources in their region and determine<br />

with are renewable and which are not.<br />

Scope and Sequence – Weather & Climate<br />

b. Provide examples of how the availability<br />

of fresh water for humans and other living<br />

organisms is dependent upon the water<br />

cycle<br />

R<br />

C9<br />

b. Students will trace the path that water may<br />

take after having been used as a fresh<br />

water source. They will do research on the<br />

resident time for each location water<br />

reservoir. (1.2; 1.5)<br />

b. Students will understand how much of<br />

Earth’s water is available to humans as<br />

fresh water and describe to location of<br />

most of the fresh water on Earth.<br />

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