College- and Career-Readiness Standards | Adopted: 2018
This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.
DCI.ESS.1: : Earth in the Universe
1.1: : The planet Earth is a very small part of a very large universe that has developed over a huge expanse of time.
ESS.1.A: : Students will develop an understanding of the universe, its development, immense size, and composition.
ESS.1A.1: : Describe the Big Bang theory and summarize observations (e.g., cosmic microwave background radiation, Hubble’s law, and redshift caused by the Doppler effect) as evidence to support the formation and expansion of the universe.
Big Bang Theory - Hubble's Law
Follow in the footsteps of Edwin Hubble to discover evidence supporting the Big Bang Theory. First, observe Cepheid variable stars in different galaxies to determine their distances. Then, measure the redshift from these galaxies to determine their recessional velocity. Create a scatterplot of velocity vs. distance and relate this to an expanding universe.
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ESS.1A.2: : Interpret information from the Hertzsprung-Russell diagram to differentiate types of stars, including our sun, according to size, magnitude, and classification.
H-R Diagram
A collection of stars visible from Earth can be arranged and classified based on their color, temperature, luminosity, radius, and mass. This can be done using one or two-dimensional plots, including a Hertzsprung-Russell diagram of luminosity vs. temperature.
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ESS.1A.3: : Organize and interpret data sets for patterns and trends to compare and contrast stellar evolution in order to explain and communicate how a star changes during its life.
H-R Diagram
A collection of stars visible from Earth can be arranged and classified based on their color, temperature, luminosity, radius, and mass. This can be done using one or two-dimensional plots, including a Hertzsprung-Russell diagram of luminosity vs. temperature.
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1.2: : The sun, moon, and planets have predictable patterns that are explained by forces and laws. Patterns of motion in the solar system can be described and predicted based on observations and an understanding of gravity.
ESS.1.B: : Students will develop an understanding of Earth, the solar system, and the laws that predict the motion of celestial bodies.
ESS.1B.2: : Compare and contrast celestial bodies (e.g., planets, natural satellites, comets, asteroids, and the Oort cloud) and their motion in our solar system (e.g., revolution and rotation). Build an Analemma calendar.
Comparing Earth and Venus
Observe the motions of Venus and Earth as the planets move around the Sun. Measure the length of a day and a year on Earth and Venus, and compare the length of a solar day to the length of a sidereal day.
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Survey the solar system, observing the length of a year and the orbital path of each object. The positions of the eight official planets are displayed, as well as one dwarf planet, Pluto. Learn about Kepler's Laws and how planets are classified.
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ESS.1B.3: : Design a model (e.g., a gravity simulation using PVC and a neoprene screen) to demonstrate Kepler’s laws and the relationships of the orbits of objects in our solar system. Relate them to Newton’s law of universal gravitation and laws of motion.
Orbital Motion - Kepler's Laws
Learn Kepler's three laws of planetary motion by examining the orbit of a planet around a star. The initial position, velocity, and mass of the planet can be varied as well as the mass of the star. The foci and centers of orbits can be displayed and compared to the location of the star. The area swept out by the planet in a given time period can be measured, and data on orbital radii and periods can be plotted in several ways.
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Survey the solar system, observing the length of a year and the orbital path of each object. The positions of the eight official planets are displayed, as well as one dwarf planet, Pluto. Learn about Kepler's Laws and how planets are classified.
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2.1: : Earth’s interior is divided into a solid inner core, a liquid outer core, a pliable mantle, and a solid crust. Even though the crust is solid, it is always in motion and is recycled through time.
ESS.2.A: : Students will develop an understanding of the structure and composition of Earth and its materials.
ESS.2A.3: : Investigate the physical and/or chemical characteristics of mineral specimens to identify minerals and mineral deposits/groups (e.g., oxides, carbonates, halides, sulfides, sulfates, silicates, and phosphates). Include the relationship between chemical bonds, chemical formulas, mineral use, and mineral properties.
Mineral Identification
Observe and measure the properties of a mineral sample, and then use a key to identify the mineral. Students can observe the color, luster, shape, density, hardness, streak, and reaction to acid for each mineral. There are 26 mineral samples to identify.
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ESS.2A.4: : Investigate the physical and/or chemical characteristics of rock specimens to identify and categorize igneous, sedimentary, and metamorphic rocks. Include the processes that generate the transformation of rocks.
Rock Classification
Try to classify a dozen different rock samples based on their appearance. Common characteristics of each major rock type are described. Rocks also can be classified by where they formed.
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Play the role of a piece of rock moving through the rock cycle. Select a starting location and follow many possible paths throughout the cycle. Learn how rocks are formed, weathered, eroded, and reformed as they move from Earth's surface to locations deep within the crust.
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2.2: : Radioactive decay lifetimes and isotopic content in rocks provide a way of dating rock formations and thereby fixing the scale of geological time. Plate tectonics is the unifying theory that explains the movements of rocks on Earth’s surface and provides a comprehensive account of its geological history. Physical and chemical weathering is a result of the interactions of Earth’s geosphere, hydrosphere, atmosphere, and biosphere.
ESS.2.B: : Students will develop an understanding of the history and evolution of the earth.
ESS.2B.3: : Use mathematical concepts to calculate the absolute age of earth materials using actual or simulated isotope ratios.
Half-life
Investigate the decay of a radioactive substance. The half-life and the number of radioactive atoms can be adjusted, and theoretical or random decay can be observed. Data can be interpreted visually using a dynamic graph, a bar chart, and a table. Determine the half-lives of two sample isotopes as well as samples with randomly generated half-lives.
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ESS.2B.4: : Research, analyze, and explain the origin of geologic features and processes that result from plate tectonics, including sea floor spreading, earthquake activity, volcanic activity, mountain building, and location of natural resources.
Convection Cells
Explore the causes of convection by heating liquid and observing the resulting motion. The location and intensity of the heat source (or sources) can be varied, as well as the viscosity of the liquid. Use a probe to measure temperature and density in different areas and observe the motion of molecules in the liquid. Then, explore real-world examples of convection cells in Earth's mantle, oceans, and atmosphere.
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Move the Earth's crust at various locations to observe the effects of the motion of the tectonic plates, including volcanic eruptions. Information about each of the major types of plate boundaries is shown, along with their locations on Earth.
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ESS.2B.5: : Use mathematical representations to interpret seismic graphs to triangulate the location of an earthquake’s epicenter and magnitude and to correlate the frequency and magnitude of an earthquake.
Earthquakes 1 - Recording Station
Using an earthquake recording station, learn how to determine the distance between the station and an earthquake based on the time difference between the arrival of the primary and secondary seismic waves. Use this data to find the epicenter in the Earthquakes 2 - Location of Epicenter Gizmo.
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Locate the epicenter of an earthquake by analyzing seismic data from three recording stations. Measure difference in P- and S-wave arrival times, then use data from the Earthquakes 1 - Recording Station Gizmo to find the distance of the epicenter from each station.
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ESS.2B.6: : Plan and conduct a scientific investigation to determine how factors (e.g., wind velocity, water velocity, ice, and temperature) may affect the rate of weathering.
Weathering
Weathering is the breakdown of rock at Earth's surface through physical or chemical means. Students will learn about the different types of mechanical and chemical weathering, then use a simulation to model the effects of weathering on different types of rocks in varying climate conditions.
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3.1: : Earth’s surface is comprised of the geosphere, hydrosphere, atmosphere, and biosphere, all of which are interconnected. The complex and dynamic interactions between these systems have shaped Earth, influenced climate, and shaped the evolution of life.
ESS.3: : Students will develop an understanding of Earth’s systems and cycles.
ESS.3.1: : Use mathematical representations (e.g., latitude, longitude, and maps) to calculate the angle of noon solar incidence and relate the value to day length, distribution of sunlight, and seasonal change.
Seasons Around the World
Use a three dimensional view of the Earth, Moon and Sun to explore seasonal changes at a variety of locations. Strengthen your knowledge of global climate patterns by comparing solar energy input at the Poles to the Equator. Manipulate Earth's axis to increase or diminish seasonal changes.
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Gain an understanding of the causes of seasons by observing Earth as it orbits the Sun in three dimensions. Observe the path of the Sun across the sky on any date and from any location. Create graphs of solar intensity and day length, and use collected data to describe and explain seasonal changes.
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ESS.3.3: : Explain how temperature and density of ocean water influence circulation.
Convection Cells
Explore the causes of convection by heating liquid and observing the resulting motion. The location and intensity of the heat source (or sources) can be varied, as well as the viscosity of the liquid. Use a probe to measure temperature and density in different areas and observe the motion of molecules in the liquid. Then, explore real-world examples of convection cells in Earth's mantle, oceans, and atmosphere.
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ESS.3.4: : Research and communicate information to explain the importance of the transfer of thermal energy among the hydrosphere, geosphere, and atmosphere. Include the unique physical and chemical properties of water, the water cycle, and energy transfer within the rock cycle.
Convection Cells
Explore the causes of convection by heating liquid and observing the resulting motion. The location and intensity of the heat source (or sources) can be varied, as well as the viscosity of the liquid. Use a probe to measure temperature and density in different areas and observe the motion of molecules in the liquid. Then, explore real-world examples of convection cells in Earth's mantle, oceans, and atmosphere.
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Paanee, a city in Northeast India, has been experiencing higher rates of flooding than normal. This surge in flooding has been caused by an increase in the hydrologic cycle’s activity. Students take on the role of a hydrologist to investigate why the hydrologic cycle’s rate has increased and what can be done to manage flooding and reduce flooding.
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ESS.3.5: : Analyze and interpret weather data using maps and global weather systems to explain and communicate the relationships among air masses, pressure systems, and frontal boundaries.
Weather Maps
Learn about standard symbols used in meteorology to construct weather maps. Rain, sleet, snow, temperature, cloud cover, wind speed and direction, and atmospheric pressure can all be recorded at two different weather stations on a map. Describe weather patterns characteristic of high-pressure systems, low-pressure systems, warm fronts, and cold fronts.
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Learn about standard symbols used in meteorology to construct weather maps. Rain, sleet, snow, temperature, cloud cover, wind speed and direction, and atmospheric pressure can all be recorded at two different weather stations on a map. Describe weather patterns characteristic of high-pressure systems, low-pressure systems, warm fronts, and cold fronts.
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4.1: : The dynamic Earth impacts human society. Natural hazards and other geologic events have shaped the course of human history. In addition, humans also impact the Earth through resource extraction and land use.
ESS.4: : Students will develop an understanding of Earth’s resources and the impact of human activities.
ESS.4.1: : Research, evaluate, and communicate about how human life on Earth shapes Earth’s systems and responds to the interaction of Earth’s systems (e.g., geosphere, hydrosphere, atmosphere, and biosphere). Examine how geochemical and ecological processes interact through time to cycle matter and energy and how human activity alters the rates of these processes.
Carbon Cycle
Follow the path of a carbon atom through the atmosphere, biosphere, hydrosphere, and geosphere. Manipulate a simplified model to see how human activities and other factors affect the amount of atmospheric carbon today and in the future.
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Control the path of a drop of water as it travels through the water cycle. Many alternatives are presented at each stage. Determine how the water moves from one location to another, and learn how water resources are distributed in these locations.
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Paanee, a city in Northeast India, has been experiencing higher rates of flooding than normal. This surge in flooding has been caused by an increase in the hydrologic cycle’s activity. Students take on the role of a hydrologist to investigate why the hydrologic cycle’s rate has increased and what can be done to manage flooding and reduce flooding.
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An infant on a farm has blue baby syndrome. As an EPA environmental engineer, students must find the cause of the baby's illness. Using environment data, students learn the importance of the nitrogen cycle and how human factors can impact nature.
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Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
