Science & Nature
Earth Systems (High School Level Flex Semester 2): 17 Weeks With Labs
This Earth Systems course will cover semester 2 of our year long course. This session will focus on How Mountains Are Formed, The Water Cycle, Weather, Severe Weather Damage, Climate and Natural Resources. Students will be completing weekly labs, group discussions and more. Includes 17 weeks of instructions with 5 tasks each week (85 assignments).
Mrs. Collins, Certified Teacher
77 total reviews for this teacher
Completed by 4 learners
year old learners
learners per class
$10 per week
Over 17 weeks
No live meetings
There are no open spots for this class.
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Earth Systems covers the basics of Earth Science, and then builds on that knowledge with lessons in Geology, and Astronomy. This course will feature 17 weeks of lessons from a certified Earth Science teacher with 5 mini assignments/labs each week. Class Description: The Earth Systems Standards of Excellence are designed to continue student investigations that began in K-8 Earth Science and Life Science curricula on the connections among Earth’s systems through Earth history. These systems –...
Mrs. Collins will be following Next Generation and science state standards. Earth Systems SES1. Obtain, evaluate, and communicate information to investigate the composition and formation of Earth systems, including the Earth’s place in the solar system. a. Construct an explanation of the origins of the solar system from scientific evidence including the composition, distribution and motion of solar system objects. (Clarification statement: The nebular hypothesis should be included in this element.) b. Ask questions to evaluate evidence for the development and composition of Earth’s early systems, including the geosphere (crust, mantle and core), hydrosphere and atmosphere. (Clarification statement: The differentiation by density of Earth into crust, mantle and core should be included in this element.) c. Develop a model of the physical composition of Earth’s layers using multiple types of evidence (e.g., Earth’s magnetic field, composition of meteorites and seismic waves). (Clarification statement: Earth’s layers should include crust, mantle, inner core and outer core.) SES2. Obtain, evaluate, and communicate information to understand how plate tectonics creates certain geologic features, landforms, Earth materials, and geologic hazards. a. Construct an explanation based on evidence that describes the mechanisms causing plate tectonic motion. (Clarification statement: The role of radioactive decay as the source of energy that drives the process of convection should be studied as part of this element). b. Develop and use models for the different types of plate tectonic settings (convergent, divergent and transform boundaries). (Clarification statement: Subduction zones, continental collisions, rift zones, and ocean basins should be included.) c. Construct an explanation that communicates the relationship of geologic features, landforms, Earth materials and geologic hazards to each plate tectonic setting. d. Ask questions to compare and contrast the relationship between transformation processes of all rock types (sedimentary, igneous, and metamorphic) and specific plate tectonic settings. (Clarification statement: The plate tectonic settings to be considered here are continental collision, subduction zone, mid-ocean ridge, transformation fault, hot spot, and passive zone.) e. Construct an argument using multiple forms of evidence that supports the theory of plate tectonics (e.g., fossils, paleomagnetism, seafloor age, etc.). SES3. Obtain, evaluate, and communicate information to explore the actions of water, wind, ice, and gravity as they relate to landscape change. a. Plan and carry out an investigation that demonstrates how surface water and groundwater act as the major agents of physical and chemical weathering. b. Develop a model of the processes and geologic hazards that result from both sudden and gradual mass wasting. c. Construct an explanation that relates the past and present actions of ice, wind, and water to landform distribution and landscape change. d. Construct an argument based on evidence that relates the characteristics of the sedimentary materials to the energy by which they were transported and deposited. SES4. Obtain, evaluate, and communicate information to understand how rock relationships and fossils are used to reconstruct the Earth’s past. a. Use mathematics and computational thinking to calculate the absolute age of rocks using a variety of methods (e.g., radiometric dating, rates of erosion, rates of deposition, and varve count). b. Construct an argument applying principles of relative age (superposition, original horizontality, cross-cutting relations, and original lateral continuity) to interpret a geologic cross-section and describe how unconformities form. c. Analyze and interpret data from rock and fossil succession in a rock sequence to interpret major events in Earth’s history such as mass extinction, major climatic change, and tectonic events. d. Construct an explanation applying the principle of uniformitarianism to show the relationship between sedimentary rocks and their fossils to the environments in which they were formed. e. Construct an argument using spatial representations of Earth data that interprets major transitions in Earth’s history from the fossil and rock record of geologically defined areas. SES5. Obtain, evaluate, and communicate information to investigate the interaction of solar energy and Earth’s systems to produce weather and climate. a. Develop and use models to explain how latitudinal variations in solar heating create differences in air pressure, global wind patterns, and ocean currents that redistribute heat globally. b. Analyze and interpret data (e.g., maps, meteograms, and weather apps) that demonstrate how the interaction and movement of air masses creates weather. c. Construct an argument that predicts weather patterns based on interactions among ocean currents, air masses, and topography. d. Analyze and interpret data to show how temperature and precipitation produce the pattern of climate regions (zones) on Earth. e. Construct an explanation that describes the conditions that generate extreme weather events (e.g., hurricanes, tornadoes, and thunderstorms) and the hazards associated with these events. f. Construct an argument relating changes in global climate to variation to Earth/sun relationships and atmospheric composition.
Mrs. Collins has 23 years of teaching experience. She is certified in Earth Systems and Earth Science.
Students will be assigned assignments, projects, and research work to complete online. A minimum of 5 tasks will be given as discussion questions, trivia, labs, or diagrams to complete each week. Each tasks takes about 10-15 minutes each.
6 files available upon enrollmentspiral notebook pencil pen coloring pencils tape stapler scissors ziploc bags notecards styrofoam balls (11) paint ruler string or yarn permanent markers (blue and black) salt vinegar clear cups bottled water or tap water clay or playdoh (5 colors) food coloring optional (rubber duck) for a water experiment on currents shaving cream Heat-resistant glass jar Rubber band that fits around the mouth of the glass jar Balloon Wooden skewers Three bowls Tap water (hot and cold) Ice cubes Paper towels 3 bath towels in different colors ruler calculator string or yarn watercolor paint set with brush tissue paper sugar cubes duct tape construction paper
Tests are provided by the teacher for this course for families to use at home (via Quizizz). Quizizz grades test immediately for the family and allows the student multiple opportunities to take the test again. It is the student's responsibility to write down the test score since live testing is not an option in a flex course. The family can also print off the test after on the Quizizz website for record purposes.
No live meetings, and an estimated 0 - 1 hours per week outside of class.
Please carefully read the class description, review the supply list, and reach out if you have questions. Outschool disclaimer: Please look over the supply list and do not use any items the child maybe allergic to. ------- Parents are asked to check the class wall a minimum of once a week. Mrs. Collins doesn't normally send out missing work reminders. She will tag the student on the post if work is missing. But we ask all flex parents to check the class wall and spiral to view student work, see test grades and confirm the student is uploading work each week. -------- Class Information For Parents: I am only a small piece of your homeschool puzzle. My goal is to provide your family quality curriculum, fun labs, crafts and assessment tools. I have over 23 years of experience in the classroom and homeschooling my own children. Over the years I have taught in the private, public and college setting providing quality labs and curriculum. I currently write science curriculum for 3 states to be used in public school classrooms. Over the years I have improved my craft by taking countless professional development on assessment methods, how to integrate technology into the classroom, and hands-on activities that promote learning. I am now taking my experience to provide quality curriculum for homeschool families. Third Party Tools: In my classes I use the following at times to help with comprehension: YouTube summary videos, Loom (I create how to videos), Quizizz, Quizlet, Nearpod, Flipgrid, Google Docs, and Google Slides. Outschool would like us to list all third party tools we may use in the class description. Assessments: Because my classes are flex, the option for live testing is not included. Instead I have a paid premium teacher membership to Quizizz and Quizlet. When it is time for an assessment I provide the student a website link and special code to take the test. Quizizz and Quizlet both grade test immediately for the family and allow the student the option to retest for a higher grade. Then students are asked to write down the grade, test name and date in their spiral on the "test score" page. All flex parents are asked to look at the spiral and test score page periodically to keep informed and to see how well the student is progressing in the class. If you are participating in a co-op that requires live testing, please let me know. I have a special Outschool one day option add-on that you can use for live testing. You can simply request the time/day for live testing that works for you. I have found that some flex parents use my Quizizz/Quizlet tests, but some families opt out of testing so it is whatever works best for your family. But I do provide the assessments if you would like to use them. Once the student is on the testing site via my special code they may also use the site for test over other subjects also. How To Grade: I recommend that parents add up all of the test scores at the end of the session, and divide by the number of test to get the final average for the class. At the end of the class I provide a general letter of completion that can be used for your records or charter/private/co-op use. If you need me to put a specific average on the letter, I am more than happy to just let me know the average your child has or seen me a list of their test scores to average. Upon registration, you will see on the first post very important documents to discuss with your child-welcome letter, science template, science standards, and class expectations.
Earth Systems, Holt Curriculum NASA Teacher Resources Earth Science, Glencoe Ga Virtual Resources
Mrs. Collins, Certified Teacher
Come learn about science from a certified teacher with 23 years of experience.
🇺🇸Lives in the United States
77 total reviews
196 completed classes
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