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Earth Science and Earth Systems – Tuesday – Fall 2024 and Winter 2025 – 20 Weeks -Grades 6 – 12

Tuesday, September 10 2024 @ 11:00AM Tuesday, March 11 2025 @ 12:30PM EDT


Jennifer Collins

Instructor Email:



6 – 12

Day of Week:


Class Times:

11:00AM – 12:30PM (ET)


Fall 2024/Winter 2025

AP / Honors / NCAA Approved

NCAA Approved Course


Tuesday, September 10 2024 @ 11:00AM EDT
Tuesday, March 11 2025 @ 12:30PM EDT
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Virtual (Zoom)
+1 203 741 8570
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Earth Science & Earth Systems
Earth Science & Earth Systems
$ 400.00
15 available

An introduction to the study of the Earth using a systems approach. The focus will be on the subsystems (geosphere, hydrosphere, atmosphere, biosphere) and the dynamic interactions between them. The approach will be to develop an understanding of the balance that exists in the global environment as a result of the interactions between the systems. The course begins with a study of the Earth; relative to the rest of the solar system, continues to a study of the various Earth systems and processes (plate tectonics, earthquakes, weather, oceans, etc.), weather systems, and ends with a unit over the solar system.

Earth Science vs Earth Systems:

Each state has different recommendations for science. In many states, Earth Science is covered in middle school. Earth Systems is commonly a high school science course. In this course, Mrs. Collins will create a combination course featuring Earth Science and Earth System standards.

This class will meet for live instruction once a week. During class time, students will talk about different related topics and participation in group discussions. After the live meeting, students

will work in Canvas on 5-7 weekly assignments. Along the way, students will add assignments,

notes, and diagrams to their science spiral notebook. 


HS-ESS1 Earth’s Place in the Universe

Students who demonstrate understanding can:

HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.

HS-ESS1-2. Construct an explanation of the past Earth theories based on astronomical evidence

of light spectra, motion of distant galaxies, and composition of matter in the universe.

HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce


HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

HS-ESS2 Earth’s Systems

Students who demonstrate understanding can:

HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).]

HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedback that causes changes to other Earth systems.

HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

HS-ESS2-7. Construct an argument based on evidence about the simultaneous changes of Earth’s systems and life on Earth.

HS-ESS3 Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing  energy and mineral resources based on cost-benefit ratios.

HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.


Your students will enjoy this class!

Mrs. Collins is extremely organized and communicates well. The class is set up so that the student can work independently and any needed supplies are communicated in advance. Zoom classes are interactive and hold my child’s interest, and she looks forward to them every week. As an aside, we had to miss some because of medical issues that came up and Mrs. Collins was very accommodating, and my child was able to keep up and not get behind which was greatly appreciated. OTA is also very responsive and makes the signup process seamless. Our first experience with OTA is a great one!


Dynamic Anatomy!

Mrs. Collins is a fantastic teacher who is able to reach each of her students and keep the class interactive. My daughter has enjoyed all the labs that she can complete on her own as a HS junior. The dissections are her favorite part, but I think more than anything it’s the variety in assignments that keeps her engaged and looking forward to each class. Mrs. Collins is easy for the students to talk to and is very responsive to emails. If you have a student looking for a science class and teacher that breaks the mold and teaches in an intuitive way, you should sign up! No regrets!

Liz Stogran

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Class TermDay(s) of WeekClass Name and DescriptionGrade RangeClass Start Date and Time (ET-US)Class End Date and Time (ET-US)Tuition (USD)Instructor Namehf:tax:tribe_events_cathf:tax:term_semesterhf:tax:class_dayshf:tax:class_timeshf:tax:grade_range
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