s s p s s geosciences（p年代年代地质）.docVIP

Before beginning this task, read the complete directions provided in the CalTPA Candidate Handbook. Case Study 1: Subject-Specific and Developmentally Appropriate Pedagogy A Contextual Information for Case Study 1 1. Elements of a Learning Experience in a Unit Grade: High School Content Area: Earth Science Subject Matter: Energy in the Earth system Time Period for the Learning Experience: Two 45-minute sessions on two consecutive days State-adopted Academic Content Standards for Students Earth Science: Energy in the Earth System 5. Heating of Earth’s surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing winds and ocean currents. Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. Investigations and Experimentation 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will: Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data Learning Goals for the Learning Experience Students will be able to do the following with a focus on Earth Science: Explain how temperature differences produce or prevent movement of fluids In a safe manner, perform a scientific investigation of convection to collect and display data and analyze results Instructional Resources Available Goggles, thermometers, beakers, stands, water, Bunsen burners, food coloring, and pipettes 2. Class Description Students are in a high school Earth Science class. They particularly need opportunities to learn content in different ways and to revisit content. Many of the students enjoy the sch