Prentice Hall Earth Science 2006 (Tarbuck) Correlated to: Utah Core Curriculum for Science: Earth Systems (Grades 9-12)

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1 Utah Core Curriculum for Science: Earth Systems (Grades 9-12) Intended Learning Outcomes for Earth Systems Science By the end of science instruction in high school, students will be able to: 1. Use Science Process and Thinking Skills a. Observe objects, events and patterns and record both qualitative and quantitative information. b. Use comparisons to help understand observations and phenomena. c. Evaluate, sort, and sequence data according to given criteria. d. Select and use appropriate technological instruments to collect and analyze data. SE/TE: 1, 33, 93, 125, 217, 247, 279, 307, , 335, 363, , 475, , 531, 543, , 557 LAB: Lab Manual; Chapter 19 Air Pressure and Wind, Chapter 25 Beyond Our Solar System SE/TE: 1, 26-27, 58-59, 65, 86-87, 181, 217, , , , 643 LAB: Lab Manual; Chapter 4 Earth s Resources SE/TE: 93 LAB: Lab Manual; Chapter Introductory Investigations, Chapter 3 Rocks SE/TE: 1, 93, , 335 LAB: Lab Manual; Chapter 8 Earthquakes and Earth s Interior, Chapter 20 Weather Patterns and Severe Storms e. Plan and conduct experiments in which students may: Identify a problem. SE/TE: 1, 93, , 335 LAB: Lab Manual; Chapter 8 Earthquakes and Earth s Interior, Chapter 20 Weather Patterns and Severe Storms Formulate research questions and hypotheses. Predict results of investigations based upon prior data. Identify variables and describe the relationships between them. Plan procedures to control independent variables. SE/TE: 33, 65, , 247, 335, , 557 SE/TE: 125, , 187, 226, 279, 393, , , 673, 699 SE/TE: LAB: Lab Manual; Chapter Introductory Investigations SE/TE: LAB: Lab Manual; Chapter Introductory Investigations, Chapter 8 Earthquakes and Earth s Interior 1

2 Collect data on the dependent variable(s). SE/TE: , 181, , , LAB: Lab Manual; Chapter1 Introduction to Earth Science, Chapter 2 Minerals, Chapter 3 Rocks, Chapter 16 The Dynamic Ocean Select the appropriate format (e.g., graph, chart, diagram) and use it to summarize the data obtained. Analyze data, check it for accuracy and construct reasonable conclusions. Prepare written and oral reports of investigations. g. Distinguish between factual statements and inferences. SE/TE: 1, 217, 247, , , 421, 531 LAB: Lab Manual Chapter 6 Running Water and Groundwater, Chapter 7 Glaciers, Deserts, and Wind, Chapter 9 Plate Tectonics SE/TE: , 181, , , , , , LAB: Lab Manual Chapter 3 Rocks, Chapter 12 Geologic Time, Chapter 16 The Dynamic Ocean, Chapter 24 Studying the Sun SE/TE: 65, 307, 412, 503, 531, SE/TE: 1, 157, 279, 307, 335, 363, 447, 503 h. Develop and use classification systems. SE/TE: 58-59, 157, LAB: Lab Manual Chapter 2 Minerals, Chapter 3 Rocks i. Construct models, simulations and metaphors to describe and explain natural phenomena. j. Use mathematics as a precise method for showing relationships. k. Form alternative hypotheses to explain a problem. SE/TE: 475, , 557, , LAB: Lab Manual Chapter 13 Earth s History, Chapter 14 The Ocean Floor, Chapter 22 Origin of Modern Astronomy, Chapter 23 Touring Our Solar System SE/TE: , 252, , , 421, , , SE/TE: 33, 65, , 247, 335, , Manifest Scientific Attitudes and Interests a. Voluntarily read and study books and other materials about science. b. Raise questions about objects, events and processes that can be answered through scientific investigation. c. Maintain an open and questioning mind toward ideas and alternative points of view. SE/TE: 93 SE/TE: 93, , 412, , , , ,

3 d. Accept responsibility for actively helping to resolve social, ethical and ecological problems related to science and technology. e. Evaluate scientifically related claims against available evidence. f. Reject pseudoscience as a source of scientific knowledge. SE/TE: 93, , 412, , , , , SE/TE: 93 LAB: Lab Manual Chapter 4 Earth s Resources SE/TE: Demonstrate Understanding of Science Concepts, Principles and Systems a. Know and explain science information specified for the subject being studied. b. Distinguish between examples and non examples of concepts that have been taught. c. Apply principles and concepts of science to explain various phenomena. d. Solve problems by applying science principles and procedures. 4. Communicate Effectively Using Science Language and Reasoning a. Provide relevant data to support their inferences and conclusions. b. Use precise scientific language in oral and written communication. SE/TE: 26-27, 86-87, , , 372, , , , SE/TE: 26-27, 86-87, , , 372, , , , SE/TE: 26-27, 86-87, , , 372, , , , LAB: Lab Manual Chapter 24 Studying the Sun, Chapter 25 Beyond Our Solar System SE/TE: 26-27, 86-87, , , 372, , , , LAB: Lab Manual Chapter 4 Earth s Resources, Chapter 8 Earthquakes and Earth s Interior, Chapter 9 Plate Tectonics, Chapter 13 Earth s History SE/TE: , , 181, 307, 421, , 503, 531 SE/TE: 157, 187, 307, 393, 421, 447, 613 LAB: Lab Manual Chapter 4 Earth s Resources, Chapter 8 Earthquakes and Earth s interior, Chapter 9 Plate Tectonics, Chapter 15 Ocean Water and Ocean Life SE/TE: , , 181, 307, 421, , 503, 531 c. Use proper English in oral and written reports SE/TE: , , 181, 307, 421, , 503, 531 d. Use reference sources to obtain information and cite the sources. SE/TE: , , 181, 307, 421, , 503, 531 3

4 e. Use mathematical language and reasoning to communicate information. SE/TE: , , 226, , , , 613 LAB: Lab Manual Chapter 6 Running Water and Groundwater, Chapter 7 Glaciers, Deserts, and Wind, Chapter 9 Plate Tectonics 5. Demonstrate Awareness of Social and Historical Aspects of Science a. Cite examples of how science affects human life. b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology. c. Understand the cumulative nature of scientific knowledge. d. Recognize contributions to science knowledge that have been made by both women and men. SE/TE: 587 SE/TE: , SE/TE: 587, , LAB: Lab Manual Chapter 24 Studying the Sun, Chapter 25 Beyond Our Solar System SE/TE: , Demonstrate Understanding of the Nature of Science a. Science is a way of knowing that is used by many people, not just scientists. b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one "scientific method." SE/TE: 180, 325, 333, 523 SE/TE: 18-22, 25, 56, 117, 271, 332, 338, 351, 385, 406, 454, 549, 635, 722 c. Science findings are based upon evidence. SE/TE: 18-22, 25, 56, 117, 271, 332, 338, 351, 385, 406, 454, 549, 635, 722 LAB: Lab Manual Introductory Investigation, Chapter 22 Origin of Modern Astronomy, Chapter 24 Studying the Sun, Chapter 25 Beyond Our Solar System d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence. e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future. SE/TE: Transparencies: Eratosthenes s Experiment, 316 Ptolemy s Model, 317 Retrograde Motion of Mars, 320 Kepler s Law SE/TE: , LAB: Lab Manual Chapter 12 Geologic Time, Chapter 12 Earth s History 4

5 f. Understand the use of the term "theory" in science, and that the scientific community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. g. Understand that various disciplines of science are interrelated and share common rules of evidence to explain phenomena in the natural world. h. Understand that scientific inquiry is characterized by a common set of values that include logical thinking, precision, openmindedness, objectivity, skepticism, replicability of results and honest and ethical reporting of findings. These values function as criteria in distinguishing between science and non-science. i. Understand that science and technology may raise ethical issues for which science, by itself, does not provide solutions. SE/TE: 18-22, Transparencies: Eratosthenes s Experiment, 316 Ptolemy s Model, 317 Retrograde Motion of Mars, 320 Kepler s Law SE/TE: 18-22, 25, 56, 117, 271, 332, 338, 351, 385, 406, 454, 549, 635, 722 LAB: Lab Manual Chapter 9 Plate Tectonics, Chapter 22 Origin of Modern Astronomy, Chapter 24 Studying the Sun, Chapter 25 Beyond Our Solar System SE/TE: 18-22, 25, 56, 117, 271, 332, 338, 351, 385, 406, 454, 549, 635, 722 LAB: Lab Manual Introductory Investigation SE/TE: 18-22, 180, 325, 333, 523 Core Standards of the Course Science Benchmark: Science provides evidence that the universe is more than 10 billion years old. The most accepted science theory states that the universe expanded explosively from a hot, dense chaotic mass. Gravity causes clouds of the lightest elements to condense into massive bodies. The mass and density of these bodies may become great enough for nuclear fusion to occur, creating stars. Nuclear fusion releases energy and fuses light elements into heavier elements. Some stars explode, producing clouds of heavy elements from which other stars, planets, and celestial bodies may form. Standard I: Students will understand the scientific evidence that supports theories that explain how the universe and solar system developed. Objective 1: Describe the big bang theory and evidence supporting it. a. Determine the motion of a star relative to Earth based on a red or blue shift in the wavelength of light from the star. SE/TE: , Transparencies: 348 Spectrum of Light, 349 Colors and Corresponding Wavelength, 350 Formation of the Three Types of Spectra, 351 The Doppler Effect, 352 Measurement of Doppler Shifts LAB: Lab Manual Chapter 25 Beyond Our Solar System 5

6 b. Explain how evidence of red and blue shifts is used to determine whether the universe is expanding or contracting. c. Describe the big bang theory and the red shift evidence that supports this theory. d. Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history. e. Provide an example of how technology has helped scientists investigate the universe. SE/TE: , Transparencies: 348 Spectrum of Light, 349 Colors and Corresponding Wavelength, 350 Formation of the Three Types of Spectra, 351 The Doppler Effect, 352 Measurement of Doppler Shifts LAB: Lab Manual Chapter 25 Beyond Our Solar System SE/TE: , , Transparencies: 348 Spectrum of Light, 349 Colors and Corresponding Wavelength, 350 Formation of the Three Types of Spectra, 351 The Doppler Effect, 352 Measurement of Doppler Shifts, 368 Raisin Bread Analogy LAB: Lab Manual Chapter 25 Beyond Our Solar System SE/TE: Transparencies: 315 Eratosthenene s Experiment, 316 Ptolemy s Model, 317 Retrograde Motion of Mars, 318 Drawing Ellipses, 319 Period of Revolution and Solar Distances of Planets, 320 Kepler s Law LAB: Lab Manual 24 Studying the Sun SE/TE: , , 702 Transparencies: 348 Spectrum of Light, 349 Colors and Corresponding Wavelength, 350 Formation of the Three Types of Spectra, 351 The Doppler Effect, 352 Measurement of Doppler Shifts, 353 Simple Refracting Telescope, 354 Viewing Methods, 355 Light Gathering Ability of Two Lenses Objective 2: Relate the structure and composition of the solar system to the processes that exist in the universe. a. Compare the elements formed in the big bang (hydrogen, helium) with elements formed through nuclear fusion in stars. SE/TE: 6, 708, 720, Transparency 368 Raisin Bread Analogy 6

7 b. Relate the life cycle of stars of various masses to the relative mass of elements produced. c. Explain the origin of the heavy elements on Earth (i.e., heavy elements were formed by fusion in ancient stars). d. Present evidence that the process that formed Earth s heavy elements continues in stars today. e. Compare the life cycle of the sun to the life cycle of other stars. f. Relate the structure of the solar system to the forces acting upon it. SE/TE: 3, 4, LAB: Lab Manual Resource 21 Transparencies: 5 Formation of Stars and Galaxies, 362 Hertzsprung-Russell Diagram, 363 Stellar Evolution, 364 Summary of Evolution of Stars of various Masses, 365 Evolutionary Stages of Stars SE/TE: 3, 4, 6, 707, Transparencies: 364 Summary of Evolution of Stars of various Masses, 365 Evolutionary Stages of Stars SE/TE: 3, 4, 6, 707, Transparencies: 1 Formation of Solar System- Nebular Hypothesis, 5 Formation of Stars and Galaxies, 365 Evolutionary Stages of Stars SE/TE: Transparencies: 363 Stellar Evolution, 364 Summary of Evolution of Stars of various Masses, 365 Evolutionary Stages of Stars SE/TE: 3-4, 644, Transparencies: 1 Formation of Solar System- Nebular Hypothesis, 5 Formation of Stars and Galaxies Science Benchmark: Earth supports an interconnected system of living organisms. This system is unique in the solar system. Biodiversity on Earth is determined by biotic and abiotic factors. Throughout Earth s history, the number and distribution of species have changed over time in response to environmental changes. Standard II: Students will understand that the features of Earth s evolving environment affect living systems, and that life on Earth is unique in the solar system. Objective 1: Describe the unique physical features of Earth s environment that make life on Earth possible. a. Compare Earth s atmosphere, solar energy, and water to those of other planets and moons in the solar system. SE/TE: , , ,494, Transparencies: 217 Gases Composing Dry Air, 218 Atmospheric pressure Variation with Altitude 7

8 (Continued) a. Compare Earth s atmosphere, solar energy, and water to those of other planets and moons in the solar system. b. Compare the conditions that currently support life on Earth to the conditions that exist on other planets in the solar system. c. Evaluate evidence for existence of life in other star systems, planets, or moons, either now or in the past. (Continued) 219 Thermal Structure of the Atmosphere SE/TE: 9, , SE/TE: 9, , Objective 2: Analyze how ecosystems differ from each other due to abiotic and biotic factors. a. Observe and list abiotic factors (e.g., temperature, water, nutrients, sunlight, ph, topography) in specific ecosystems. b. Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic). c. Predict how an ecosystem will change as a result of major changes in an abiotic and/or biotic factor. d. Explain that energy enters the vast majority of Earth's ecosystems through photosynthesis, and compare the path of energy through two different ecosystems. SE/TE: 7-9, 85, 420, Transparencies: 188 Proportions of Water and Dissolved Salts in Seawater, 189 Variations in Ocean Surface Temperature and Salinity, 191 Variations in Ocean Water Temperature with Depth, 192 Variations in Ocean Water Density with Depth LAB: Lab Manual Chapter 15 Ocean Water and Ocean Life, Chapter 21 Climate SE/TE: 438, , , Transparencies: 194 Marine Life Zone, 195 Marine Life Zones SE/TE: 180, 208, 238, 298, 325, 333, 385, , , , , 523, 549 Transparencies: 196 Productivity in Polar Oceans, 197 Productivity in Tropical Oceans, 198 Productivity in Temperate Oceans, 199 Comparing Productivities, 200 Ecosystem Energy Flow, 201 Food Chain and Food Web LAB: Lab Manual Chapter 15 Ocean Water and Ocean Life, Chapter 21 Climate SE/TE: 134, , 433, , 494 Transparencies: 200 Ecosystem Energy Flow, 201 Food Chain and Food Web 8

9 e. Analyze interactions within an ecosystem (e.g., water temperature and fish species, weathering and water ph). f. Plan and conduct an experiment to investigate how abiotic factors influence organisms and how organisms influence the physical environment. SE/TE: , , Transparencies: 189 Variations in Ocean Surface Temperature and Salinity, 191 Variation in Ocean Water Temperature with Depth, 102 V variations in Ocean Water Density with Depth, 200 Ecosystem Energy Flow, 201 Rood Chain and Food Web LAB: Lab Manual Chapter 15 Ocean Water and Ocean Life, Chapter 21 Climate SE/TE: LAB: Lab Manual Chapter 15 Ocean Water and Ocean Life, Chapter 21 Climate Objective 3: Examine Earth's diversity of life as it changes over time. a. Observe and chart the diversity in a specific area. b. Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms. c. Explain factors that contribute to the extinction of a species. d. Compare evidence supporting various theories that explain the causes of large-scale extinctions in the past with factors causing the loss of species today. e. Evaluate the biological, esthetic, ethical, social, or economic arguments with regard to maintaining biodiversity. SE/TE: , , , , Transparencies: 164 Major Groups of Organism, 169 Major Reptile Groups, 194 Marine Life Zones, 195 Marine Life Zones SE/TE: , Transparencies: 196 Productivity in Polar Oceans, 197 Productivity in Tropical Oceans, 198 Productivity in Temperate Oceans, 199 Comparing Productivities SE/TE: 375, 381, , SE/TE: 375, 381, , SE/TE: 375, 381, ,

10 Science Benchmark: The theory of plate tectonics explains the features of Earth s surface, earthquakes and volcanoes. Plates move very slowly, pressing against one another, sliding past one another, and pulling apart. The internal energy of the Earth drives the movement of the plates. The slow movement of materials within Earth results from heat flowing out from the deep interior and the action of gravity on regions of different density. Evidence for plate tectonics includes the spreading of the seafloor, the fossil record, and patterns and distribution of earthquakes and volcanoes. Processes in Earth affect the atmosphere, biosphere, and hydrosphere. Processes occurring in these spheres affect the geosphere. Standard III: Students will understand that gravity, density, and convection move Earth s plates and this movement causes the plates to impact other Earth systems. Objective 1: Explain the evidence that supports the theory of plate tectonics. a. Define and describe the location of the major plates and plate boundaries. b. Compare the movement and results of movement along convergent, divergent, and transform plate boundaries. c. Relate the location of earthquakes and volcanoes to plate boundaries. d. Explain Alfred Wegener s continental drift hypothesis, his evidence, and why it was not accepted in his time. SE/TE: Transparencies: 100 World Maps plate Boundaries, 101 World Maps- Plate Boundaries, 102 Location of Most Divergent Plate Boundaries, 106 The World s Oceanic Trenches, Ridge System, and Transform Faults SE/TE: , , 264, LAB: Lab Manual Chapter 9 Plate Tectonics Transparencies: 103 Sea-Floor Spreading, 105 Three Types of Convergent Plate Boundaries, 106 The World s Oceanic Trenches, Ridge System, and Transform Faults, 108 Transform Faults, 109 Role of Transform Faults SE/TE: , Transparencies: 76 Elastic Rebound, 129 Location of Major Volcanoes, 130 Three Zones of Volcanism, 131 Three Zones of Volcanism, 132 History of Cascade Range Volcanism SE/TE: LAB: Lab Manual Chapter 9 Plate Tectonics Transparencies: 95 Reconstruction of Pangaea, 96 Best Fit of South America and Africa, 97 Fossils of Mesosaurus as Evidence of Pangaea, 98 Matching Mountain Ranges Across the North Atlantic, 99 Supercontinent Pangaea and the Continents Today 10

11 e. Evaluate the evidence for the current theory of plate tectonics. SE/TE: , , LAB: Lab Manual Chapter 9 Plate Tectonics Transparencies: 110 Apparent Polar Wandering, 111 Illustration of Paleomagnetism, 112 Time Scale of Earth s Magnetic Field, 113 Magnetic Reversals Record Sea-Floor Spreading, 114 World Map, 116 Hot Spots Trace Plate Movement Objective 2: Describe the processes within Earth that result in plate motion and relate it to changes in other Earth systems. a. Identify the energy sources that cause material to move within Earth. b. Model the movement of materials within Earth. SE/TE: , , Transparencies: 110 Apparent Polar Wandering, 111 Illustration of Paleomagnetism, 112 Time Scale of Earth s Magnetic Field, 113 Magnetic Reversals Record Sea-Floor Spreading, 114 World Map, 116 Hot Spots Trace Plate Movement SE/TE: , Transparencies: 116 Hot Spots Trace Plate Movement, 118 Models of the Driving Force for Plate Tectonics c. Model the movement and interaction of plates SE/TE: , , LAB: Lab Manual Chapter 9 Plate Tectonics Transparencies: 103 Sea-Floor Spreading, 105 Three Types of convergent Plate Boundaries, 107 India Colliding with Asia, 108 Transform Faults d. Relate the movement and interaction of plates to volcanic eruptions, mountain building, and climate changes. SE/TE: , , LAB: Lab Manual Chapter 9 Plate Tectonics Transparencies: 129 Location of Major Volcanoes, 130 Three Zones of Volcanism, 131 Three Zones of Volcanism, 132 History of Cascade Range Volcanism 11

12 e. Predict the effects of plate movement on other Earth systems (e.g., volcanic eruptions affect weather, mountain building diverts waterways, uplift changes elevation that alters plant and animal diversity, upwelling from ocean vents results in changes in biomass). f. Science language students should use: plate tectonics, convergent, divergent, transform, plate, convection current, hypothesis, theory, seafloor spreading, biomes, climate, weather, geosphere, biosphere, hydrosphere, volcanic eruption, hot spot, fault SE/TE , , LAB: Lab Manual Chapter 9 Plate Tectonics Transparencies: 129 Location of Major Volcanoes, 130 Three Zones of Volcanism, 131 Three Zones of Volcanism, 132 History of Cascade Range Volcanism SE/TE: 7-10, , , , , , , , , , , \ LAB: Lab Manual Chapter 9 Plate Tectonics, Chapter11 Mountain Building, Chapter 21 Climate, Chapter 10 Volcanoes and Other Igneous Activity Transparencies: 129 Location of Major Volcanoes, 130 Three Zones of Volcanism, 131 Three Zones of Volcanism, 132 History of Cascade Range Volcanism, 102 Location of Most Divergent Plate Boundaries, 103 Sea- Floor Spreading, 104 East African Rift Valley, 105 Three Types of Convergent Plate Boundaries, 287 Warm Front, 294 Development of Thunderstorm, 303 Climates of the World, 304 Climates of the World Science Benchmark: Water moves through different holding places in the hydrosphere, with the ocean being the largest reservoir for water. The energy from the sun moves water from one reservoir to another, resulting in the water cycle. Freshwater, though limited in supply, is essential for life. Freshwater may become depleted or polluted. Standard IV: Students will understand that water cycles through and between reservoirs in the hydrosphere and affects the other spheres of the Earth system. Objective 1: Explain the water cycle in terms of its reservoirs, the movement between reservoirs, and the energy to move water. Evaluate the importance of freshwater to the biosphere. a. Identify the reservoirs of Earth s water cycle (e.g., ocean, ice caps/glaciers, atmosphere, lakes, rivers, biosphere, groundwater) locally and globally, and graph or chart relative amounts in global reservoirs. SE/TE: , , , 180, LAB: Lab Manual; Chapter 6 Running Water and Groundwater, Chapter 7 Glaciers, Deserts and Wind Transparencies: 36 Distribution of earth s Water, 37 Earth s Water Balance, 38 World s Largest Rivers by Discharge, 50 Estimated Distribution of Water in the Hydrosphere58 Continental Ice Sheets, 59 Glaciers Cause Changing Coastlines, 65 Pluvial Lakes of the Western United States 12

13 b. Illustrate the movement of water on Earth and describe how the processes that move water (e.g., evaporation of water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun. c. Relate the physical and chemical properties of water to a water pollution issue. d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems. e. Analyze how communities deal with water shortages, distribution, and quality in designing a long-term water use plan. SE/TE: , , , , 590 LAB: Lab Manual; Chapter 6 Running Water and Groundwater, Chapter 7 Glaciers, Deserts and Wind Transparencies: 36 Distribution of earth s Water, 37 Earth s Water Balance, 38 World s Largest Rivers by Discharge, 50 Estimated Distribution of Water in the Hydrosphere58 Continental Ice Sheets, 59 Glaciers Cause Changing Coastlines, 65 Pluvial Lakes of the Western United States SE/TE: 157, LAB: Lab Manual Chapter 6 Running Water and Groundwater Transparencies: Groundwater Contamination SE/TE: 108, 113, 157, LAB: Lab Manual Chapter 6 Running Water and Groundwater Transparencies: Groundwater Contamination SE/TE: 157, , 180 LAB: Lab Manual Chapter 6 Running Water and Groundwater Transparencies: Groundwater Contamination Objective 2: Analyze the physical and biological dynamics of the oceans. a. Describe the physical dynamics of the oceans (e.g., wave action, ocean currents, El Nino, tides). SE/TE: , , , 549, 601 LAB: Lab Manual Chapter 16 The Dynamic Ocean Transparencies: 202 Surface Ocean Currents, 203 Conveyor Belt Model, 204 Idealized Ocean Wave, 205, Toy Boat Model, 206 Wave Moves onto Shore, 213 Tides on Earth, 214 Spring Tide and Neap Tide, 215 Tidal Patterns, 282 Relationship Between the Southern Oscillation and El Nino, 283 Tracking El Nino From Space 13

14 b. Determine how physical properties of oceans affect organisms (e.g., salinity, depth, tides, temperature). SE/TE: LAB: Lab Manual Chapter 15 Ocean Water and Ocean Life Transparencies: 188 Proportions of Water and Dissolved Salts in Seawater, 198 Variation sin Ocean Surface Temperature and Salinity, 190 Recipe for Artificial Seawater, 191 Variations in Ocean Surface Temperature, 192 Variations in Ocean Water Density with Depth c. Model energy flow in ocean ecosystems. SE/TE: , 448, 455, 461 LAB: Lab Manual Chapter 15 Ocean Water and Ocean Life Transparencies: 200 Ecosystem Energy Flow, 201 Food Chain and Food Web d. Research and report on changing ocean levels over geologic time, and relate changes in ocean level to changes in the water cycle. e. Describe how changing sea levels could affect life on Earth. f. Science language students should use: groundwater, reservoir, salinity, glacier, biological dynamics, tide, geologic time SE/TE: , , LAB: Lab Manual Chapter 15 Ocean Water and Ocean Life SE/TE: , , LAB: Lab Manual Chapter 15 Ocean Water and Ocean Life SE/TE: , , , LAB: Lab Manual; Chapter 6 Running Water and Groundwater, Chapter 7 Glaciers, Deserts and Wind Transparencies: 36 Distribution of earth s Water, 37 Earth s Water Balance, 38 World s Largest Rivers by Discharge, 50 Estimated Distribution of Water in the Hydrosphere58 Continental Ice Sheets, 59 Glaciers Cause Changing Coastlines, 65 Pluvial Lakes of the Western United States, 159 Geologic Time Scale, 213 Tides on Earth, 215 Tidal Patterns 14

15 Science Benchmark: Earth s atmosphere interacts with and is changed by the lithosphere, hydrosphere, and biosphere. The atmosphere changes rapidly compared to the other spheres. Atmospheric changes affect climate and life over short and long periods of time. Standard V: Students will understand that Earth's atmosphere interacts with and is altered by the lithosphere, hydrosphere, and biosphere. Objective 1: Describe how matter in the atmosphere cycles through other Earth systems. a. Trace movement of a carbon atom from the atmosphere through a plant, animal, and decomposer, and back into the atmosphere. b. Diagram the nitrogen cycle and provide examples of human actions that affect this cycle (e.g., fertilizers, crop rotation, fossil fuel combustion). c. Interpret evidence suggesting that humans are influencing the carbon cycle. d. Research ways the biosphere, hydrosphere, and lithosphere interact with the atmosphere (e.g., volcanic eruptions putting ash and gases into the atmosphere, hurricanes, changes in vegetation). SE/TE: 85, 110, 487, 602 Transparencies: 22 The Carbon Cycle, 313 Carbon Dioxide Concentrations SE/TE: 21-22, 34, 42, 95, , 477, 606 SE/TE: 21-21, 85, 110, 487, 602, 606 Transparencies: 22 The Carbon Cycle, 313 Carbon Dioxide Concentrations SE/TE: 7-9, , 257, 571, Transparencies: 121 Magmas have Different Compositions, 124 Sequence of events that Formed Crate Lake, Oregon, 313 Carbon Dioxide Concentrations, 314 Global Temperature Variations Objective 2: Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth s history. a. Define ozone and compare its effects in the lower and upper atmosphere. SE/TE: 22, 110, 111, 478, 495, 602 Transparencies: 241 Ozone Distribution of the Southern Hemisphere- October 1995, 240 Primary Pollutants 15

16 b. Describe the role of living organisms in producing the ozone layer and how the ozone layer affected the development of life on Earth. c. Compare the rate at which CO2 is put into the atmosphere to the rate at which it is removed through the carbon cycle. d. Analyze data relating to the concentration of atmospheric CO2 over the past 100 years. e. Research, evaluate, and report on international efforts to protect the atmosphere. f. Science language students should use: carbon cycle, climate, decomposer, matter, nitrogen cycle, ozone layer, depletion, fossil fuel, lithosphere SE/TE: 22, 110, 111, 478, 495, 602 Transparencies: 241 Ozone Distribution of the Southern Hemisphere- October 1995, 240 Primary Pollutants SE/TE: 21-21, 85, 110, 602, 606 Transparencies: 22 The Carbon Cycle, 313 Carbon Dioxide Concentrations SE/TE: 21-21, 85, 110, 487, 602, 606 Transparency; 313 Carbon Dioxide Concentrations SE/TE: 523, 587, Transparency 312 Energy Consumption in the U.S. SE/TE:21-22, 34, 42, 85, 95, 110, , 487, , , , 606 Transparencies: 22 The Carbon Cycle, 313 Carbon Dioxide Concentrations, 303 Climates of the World, 304 Climates of the World, 241 Ozone Distribution of the Southern Hemisphere- October 1995, 240 Primary Pollutants 16

17 Science Benchmark: The sun is the major source of Earth s energy. Some of the solar radiation that reaches Earth is reflected, but most is absorbed. Gases in the atmosphere trap some of the heat energy and delay its radiation into space. This greenhouse effect retains energy longer in the Earth system. Currents in the atmosphere and hydrosphere distribute solar heat energy. These currents help determine global and local weather and climate patterns. Photosynthesis uses a small but vital part of the total solar energy for the biosphere. This energy is stored in the chemical bonds of sugars formed in plants. Standard VI: Students will understand the source and distribution of energy on Earth and its effects on Earth systems. Objective 1: Describe the transformation of solar energy into heat and chemical energy on Earth and eventually the radiation of energy to space. a. Illustrate the distribution of energy coming from the sun that is reflected, changed into heat, or stored by plants. b. Describe the pathways for converting and storing light energy as chemical energy (e.g., light energy converted to chemical energy stored in plants, plants become fossil fuel). c. Investigate the conversion of light energy from the sun into heat energy by various Earth materials. d. Demonstrate how absorbed solar energy eventually leaves the Earth system as heat radiating to space. e. Construct a model that demonstrates the reduction of heat loss due to a greenhouse effect. SE/TE: LAB: Lab Manual; Chapter 17 The Atmosphere; Structure and Temperature Transparencies: 228Distribution of Incoming Solar Radiation, 230 Reflection and Scattering, 231 Heating of the Atmosphere SE/TE: 85, Transparency; 23 U.S. per Capita Use of Mineral and Energy Resources SE/TE: , LAB: Lab Manual; Chapter 17 The Atmosphere; Structure and Temperature, 226 Three Mechanisms of Heat Transfer, 229 Albedo of Various Surfaces Transparencies: 231 Heating of the Atmosphere SE/TE: , LAB: Lab Manual; Chapter 17 The Atmosphere; Structure and Temperature Transparencies: 226 Three Mechanisms of Heat Transfer, 231 Heating of the Atmosphere SE/TE: 487, LAB: Lab Manual; Chapter 21 Climate Transparencies: Carbon Dioxide Concentrations, 314 Global Temperature Variations 17

18 (Continued) e. Construct a model that demonstrates the reduction of heat loss due to a greenhouse effect. f. Research global changes and relate them to Earth systems (e.g., global warming, solar fluctuations). (Continued) SE/TE: LAB: Lab Manual; Chapter 21 Climate Transparency 314 Global Temperature Variations Objective 2: Relate energy sources and transformation to the effects on Earth systems. a. Describe the difference between climate and weather, and how technology is used to monitor changes in each. SE/TE: 476, 481, , , LAB: Lab Manual; Chapter 21 Climate Transparencies: 287 Warm Front, 288 Cold Front and Cumulonimbus Clouds, 303 Climates of the World, 304 Climates of the World, 311 Influence of Elevation of Climate, 305 Three Climatic Diagrams b. Describe the effect of solar energy on the determination of climate and weather (e.g., El Nino, solar intensity). c. Explain how uneven heating at the equator and polar regions creates atmospheric and oceanic convection currents that move heat energy around Earth. d. Describe the Coriolis effect and its role in global wind and ocean current patterns. SE/TE: , , 549, 601 LAB: Lab Manual; Chapter 21 Climate Transparencies:, 282 Relationship Between the Southern Oscillation and El Nino, 283 Tracking El Nino From Space SE/TE: , , LAB: Chapter 19 Air Pressure and Wind Transparencies: T268 The Geostrophic Wind, 273 Global Circulation on Non-Rotating Earth, 280 Southern Oscillation SE/TE: 449, 450, , 541 LAB: Lab Manual; Chapter 19 Air Pressure and Wind Transparencies: 202 Surface Ocean Current, 267 Coriolis Effect 18

19 e. Relate how weather patterns are the result of interactions among ocean currents, air currents, and topography. SE/TE: , , , 590 LAB: Lab Manual; Chapter 16 The Dynamic Ocean, Chapter 19 Air Pressure and Wind Transparencies: 202 Surface Ocean Current, 203 Conveyor Belt Model, Global Circulation on Non-Rotating Earth, 276 Land and Sea Breezes, 277 Valley and Mountain Breezes, 280 Southern Oscillation Reference: 19