Version 1.0 beta June 2, 2008

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1 Science Curriculum Matrix Earth Sci ence Version 1.0 beta June 2, 2008 This curriculum (core matrix) document will eventually become part of the Science Curriculum Matrix. We envision the Science Curriculum Matrix as on online resource that is organized by both concepts and topics and linked to exemplar instructional resources. This version is currently organized by the Science Standards of Learning for convenience only. In addition to this document, we recommend that you review the Earth Science Curriculum Framework for additional clarification regarding the Earth Science SOL. The other important document for review is the Earth Science Enhanced Scope and Sequence for unit and lesson planning resources. Unfortunately, the Virginia Department of Education has not yet released this document. We will let you know as soon as it is available. Please use these documents in your instructional planning and let us know how we can make improvements. Please contact Chuck Pace with your comments and suggestions at Thanks, The Science Vertical Team

2 Scientific Investigation, Reasoning, and Logic The Science Vertical Team will work to develop a recommended integration for the science processes and skills generally found in standard ES.1 into the more content specific standards ES.2 through ES.14. In the meantime, Virginia Science SOL ES.1 and the associated essential skills and processes are presented below. Please incorporate these specific science processes and skills into your daily science instruction as much as possible and practical. ES.1 The student will plan and conduct investigations in which: a. volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools; b. technologies, including computers, probeware, and global positioning systems (GPS) are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions; c. scales, diagrams, maps, charts, graphs, tables, and profiles are constructed and interpreted; d. variables are manipulated with repeated trials; and e. a scientific viewpoint is constructed and defended (the nature of science). Essential Skills and Processes In order to meet this standard, it is expected that students should be able to: Measure mass and volume of materials in the lab. Calculate density. Interpret data from a graph or table that shows change in mass, density, or temperature over time. Interpret data from a graph or table that shows changes in temperature or pressure with depth. Compare topographic maps of different scales. Construct a graph, table, chart, and/or diagram from data. Interpret graphs and diagrams. Use scientific methodology to design and test a hypothesis. Compare and contrast hypotheses, theories, and scientific laws. For example, students should be able to compare/contrast the Law of Superposition and the Theory of Plate Tectonics.

3 Earth Science: Scientific Investigation, Seasoning, and Logic CONCEPT: COMMUNICATION: Models, Theory Earth is a dynamic system, and all atmospheric, geological, and oceanographic processes interrelate and influence one another. Conclusions are only as good as the quality of the collected data. Any valid hypothesis can be tested. Any valid scientific theory has passed tests designed to invalidate it. A hypothesis can be supported, modified, or rejected based on collected data. Experiments are designed to test hypotheses. There can be more than one explanation for any phenomena. How would you define a hypothesis? Year Average Surface Temperature (K) Describe the general trend shown by the data, and extrapolate the data to predict what the average surface temperature will be by the year (Glencoe Earth Science: Geology, the Environment, and the Universe, p 18.) Portray Wegner presenting his theory of continental drift, or Copernicus presenting his heliocentric universe. observation prediction experiment data data analysis hypothesis scientific theory SOL: ES.2 The student will demonstrate scientific reasoning and logic by (a) analyzing how science explains and predicts the interactions and dynamics of complex Earth systems; (b) recognizing that evidence is required to evaluate hypotheses and explanations; (c) comparing different scientific explanations for the same observations about the Earth; (d) explaining that observation and logic are essential for reaching a conclusion; and (e) evaluating evidence for scientific theories.

4 Earth Science: Scientific Investigation, Reasoning, and Logic CONCEPT: COMMUNICATION: Models Scale relates to actual distance. Topographic maps, air photos, and satellite images relate to actual 3-D landforms. Grid systems are used to define locations and directions on maps, globes, and charts. Identify a hilltop, stream, and valley on a topographic map. Locate points and directions on maps and globes, using latitude and longitude. Construct profiles from topographic contours. Plan a trip around the world. Visit at least one location on each continent, give the latitude and longitude coordinate for each location you visit, and determine the surface distance traveled to each location. Using a topographic map, select a route for back packing trip over a 3-day weekend. Use the map to identify the terrain over which you will hike and how many miles you would hike each day. Calculate the change in elevation for the entire trip, as well as daily elevation changes. contour line contour interval index contour elevation latitude longitude Prime Meridian Equator International Date Line parallels meridians legend/ key scale SOL: ES.3 The student will investigate and understand how to read and interpret maps, globes, models, charts, and imagery. (a) maps (bathymetric, geologic, topographic, and weather) and star charts; (b) imagery (aerial photography and satellite images); (c) direction and distance measurements on any map or globe; and (d) location by latitude and longitude and topographic profiles.

5 Earth Science: Interrelationships in Earth/Space Systems: Astronomy CONCEPT: COMMUNICATION: Model, SCALE: Measurement, and SYSTEMS: Relationships Earth is one of eight (Pluto has been reclassified) planets in the solar system. Locate and label the members of the solar system in accurate position from the Sun. Sketch the positions of Sun, Earth, and Moon required for a solar and a lunar eclipse to occur. Compare the moon phases for each eclipse. Construct diagrams to support the relative influence of solar and lunar gravitational pull on Earth s oceans (tides). Consider seasonal variations in your explanation. planet asteroid belt. satellite revolves equinoxes solstices moon phases Solar eclipses lunar eclipses tides SOL: ES.4 The student will investigate and understand the characteristics of the Earth and the solar system. (a) position of the Earth in the solar system; (b) sun-earth-moon relationships (seasons, tides, and eclipses).

6 Earth Science: Interrelationships in Earth/Space Systems: Astronomy CONCEPT: SYSTEMS: Organization and SYSTEMS: Relationships The solar system consists of many types of celestial bodies. Much of our knowledge about the solar system is a result of space exploration efforts. These efforts continue to improve our understanding of the solar system List examples of U.S. space exploration, including manned missions, probes, satellites, and telescopes. Explain how knowledge of space was expanded as a result of each example. Analyze the relationship between composition and location of the Sun, the terrestrial planets, the gas giant planets, asteroids, and comets. Compare the characteristics of the terrestrial and gas giant planets, and propose and defend your classification of Pluto. nuclear fusion terrestrial gas giants moons satellites comets asteroids Apollo 11 Hubble Space Telescope SOL: ES.4 The student will investigate and understand the characteristics of the Earth and the solar system. (c) characteristics of the sun, planets, their moons, comets, meteors, and asteroids; (d) the history and contributions of the space program.

7 Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPT: CHANGE & CONSTANCY: Cause and Effect There is a difference between rocks and minerals. Minerals can be identified based on specific chemical and physical properties. Minerals are important to human wealth and welfare. Define mineral and rock. The classroom display of minerals has been mixed up in the process of rearranging desks in the room. Using the tests for physical properties of minerals, match the mineral specimen with the label. (Calcite, quartz, feldspar, mica, pyrite, magnetite, hematite, galena, graphite, sulfur, diamond, talc, gypsum.) Predict the minerals you would expect to find in rocks composing the ridges in Albemarle County and support your response. thunderstorm tornado hurricane drought blizzard El Nino mineral Inorganic properties Luster Streak ore minerals elements cleavage fracture SOL: ES.5 The student will investigate and understand how to identify major rock-forming and ore minerals based on physical and chemical properties. (a) properties including hardness, color and streak, luster, cleavage, fracture, and unique properties; (b) uses of minerals.

8 Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPT: SYSTEMS: Organization Rocks can be identified on the basis of mineral content and texture. The processes by which rocks are formed define the three major groups of rocks. The rock cycle is the process by which all rocks are formed and how basic Earth materials are recycled through time. Classify the following rock types and textures: pumice, obsidian, basalt, granite, sandstone, conglomerate, shale, limestone, slate, schist, gneiss, marble, and quartzite. Make a chart to organize the rocks. o Extrusive/Intrusive (igneous); o Foliated/ Non-Foliated (metamorphic); o Clastic/ Chemical (sedimentary) Select the process (directly below) that changes the first sample to the second sample (A-E). o compact and cement; o cool and harden; o melt; o heat and pressure o weathering and erosion A. magma to igneous rock B. sedimentary rock to metamorphic rock C. sediments to sedimentary rock D. existing rock to magma E. existing rock into fragments Write a children s book in which you explain the rock cycle by following quartz through its different manifestations. Identify the rocks in which the quartz appears and the processes to which the quartz is subjected. Evaluate the formation of igneous, metamorphic, and sedimentary rocks, and the environments/ conditions in which they form. Consider texture and composition in your answer. igneous rock molten sedimentary rocks metamorphic rocks extrusive intrusive clastic non-clastic (chemical) foliated non-foliated SOL: ES.6 The student will investigate and understand how to identify common rock types based on mineral composition and textures and the rock cycle as it relates to the origin and transformation of rock types. (a) igneous (intrusive and extrusive); (b) sedimentary (clastic and chemical); and (c) metamorphic (foliated and unfoliated) rocks.

9 Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPT: CHANGE & CONSTANCY: Cause and Effect and SYSTEMS: Processes Resources are limited and are either renewable or nonrenewable. There are advantages and disadvantages to using any energy source. Virginia has many natural resources. Modern living standards are supported by extensive use of both renewable and nonrenewable resources. Extraction and use of any resource carries an environmental cost that must be weighed against economic benefit. Identify as renewable or non-renewable the following: o Biomass o Fossil fuels o Geothermal o Hydroelectric o Nuclear energy o Solar energy o Wind-generated power Define renewable and non-renewable. Analyze the advantages and disadvantages of various energy sources. Include availability, pollution generated. Appraise the mineral resources in the different provinces of Virginia. As a real estate developer, prepare a proposal for energy sources to present to the board of supervisors for a soon-to-be-built town. Use a minimum of two energy sources. renewable nonrenewable fossil fuels SOL: ES.7 The student will investigate and understand the differences between renewable and nonrenewable resources. (a) fossil fuels, minerals, rocks, water, and vegetation; (b) advantages and disadvantages of various energy sources; (c) resources found in Virginia; (d) making informed judgments related to resource use and its effects on Earth systems; and (e) environmental costs and benefits.

10 Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPT: SYSTEMS: Processes Virginia has a billion-yearlong tectonic and geologic history. Virginia has five physiographic provinces produced by past tectonic and geologic activity. Each province has unique physical characteristics resulting from its geologic past. Geologic processes produce characteristic structures and features. Label on a map and recognize the major features of the physiographic provinces of Virginia. Compare the Coastal Plain province to the Appalachian Plateau Construct a brief geologic history of Virginia using the Piedmont, the Blue Ridge, and the Valley and Ridge Provinces to support your chronology. physiographic provinces. Coastal Plain Piedmont Blue Ridge Valley and Ridge Appalachian Plateau topography SOL: ES.8 The student will investigate and understand geologic processes including plate tectonics. (a) how geologic processes are evidenced in the physiographic provinces of Virginia including the Coastal Plain, Piedmont, Blue Ridge, Valley and Ridge, and Appalachian Plateau.

11 Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPT: SYSTEMS: Processes Weathering, erosion, and deposition are interrelated processes. The core, mantle, and crust of Earth are dynamic systems, constantly in motion. Earth s lithosphere is divided into plates that are in motion with respect to one another. Most geologic activity occurs as a result of relative motion along plate boundaries. Plate motion occurs as a consequence of convection in Earth s mantle. Plate tectonics is driven by convection in the mantle. There are two different types of crust oceanic and continental that have very different characteristics. Define chemical and mechanical (physical) weathering, and provide an example of each. Illustrate, using an exposed granite rock, the processes that could weather the rock, erode the weathered material, and possible depositional environments for the eroded material. Be sure to indicate the type of weathering occurring and the agent(s) of erosion involved. Given current rates and directions of movement, predict the future topography of the western North American Plate and the eastern half of the Pacific Plate in 10 million, 100 million, and 500 million years. Identify relative plate motions and geologic features such as types of volcanoes, types of faults, and mountains, ridges, or rifts that may form. weathering erosion deposition lithosphere convection plate tectonics core mantle continental crust oceanic crust subduction sea floor spreading SOL: ES.8 The student will investigate and understand geologic processes including plate tectonics. (b) processes (faulting, folding, volcanism, metamorphism, weathering, erosion, deposition, and sedimentation) and their resulting features; (c) tectonic processes (subduction, rifting and sea floor spreading, and continental collision).

12 Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPT: SYSTEMS: Processes Soil is formed from the weathering of rocks and organic activity. Karst topography is developed in areas underlain by carbonate rocks, including limestone and dolomite. Identify the layers in the soil horizon below and describe their composition. Plants and roots #1 #2 soil soil horizons karst topography cave/ cavern sinkhole #3 #4 Compare and contrast the formation of soil and the formation of caves/caverns. Include the type of weathering and the composition of the rocks in your description. Design a community built in a karst region. Show surface and underground features and locate safer places for buildings in the area. SOL: ES.9 The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. (a) processes of soil development; (b) development of karst topography.

13 Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPT: CHANGE & CONSTANCY: Cause and Effect and SYSTEMS: Organization A substantial amount of water is stored in permeable soil and rock underground. Earth s fresh water supply is finite. Water is continuously being passed through the hydrologic cycle. Fresh water is necessary for survival and most human activities. On map of Virginia, identify the rivers that are part of the Chesapeake Bay watershed. Label a simple hydrologic cycle diagram, including evaporation, condensation, precipitation, and runoff. Interpret a simple groundwater diagram showing the zone of aeration, the zone of saturation, the water table, and an aquifer. Defend the idea that water, as a renewable resource, must be protected because geological processes such as erosion, and human activities such as waste disposal, can pollute water supplies. permeable impermeable aquifer water table aeration saturation precipitation run-off SOL: ES.9 The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. (c) identification of groundwater zones including water table, zone of saturation, and zone of aeration; (d) identification of other sources of fresh water including rivers, springs, and aquifers with reference to the hydrologic cycle; (e) dependence on freshwater resources and the effects of human usage on water quality; (f) identification of the major watershed systems in Virginia including the Chesapeake Bay and its tributaries.

14 Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPT: CHANGE & CONSTANCY: Cause and Effect Evidence of ancient, often extinct life is preserved in many sedimentary rocks. Fossil evidence indicates that life forms have changed and become more complex over geologic time. Explain why nearly all fossils are found in sedimentary rocks. Use evidence in the rock/fossil record to demonstrate how life has changed and become more complex over geologic time. Most Virginia fossils are of marine organisms. This indicates that large areas of the state have been periodically covered by seawater. Defend or argue against that conclusion. Support your position. fossil SOL: ES.10 The student will investigate and understand that many aspects of the history and evolution of the Earth and life can be inferred by studying rocks and fossils. (a) traces or remains of ancient, often extinct, life are preserved by various means in many sedimentary rocks; (d) rocks and fossils from many different geologic periods and epochs are found in Virginia.

15 Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPT: SCALE: Measurement and SYSTEMS: Relationships Earth is very ancient about 4.6 billion years old. The history of Earth and the ages of rocks can be investigated and understood by studying rocks and fossils. Explain the difference between relative dating and absolute dating, and their usefulness to scientists. Interpret a simple geologic history diagram, using superposition and crosscutting relations. Construct a geologic history diagram, incorporating index fossils, the law of original horizontality, cross-cutting relationships, and unconformities. Have another student interpret your diagram. relative dating absolute dating radioactive decay superposition original horizontality cross-cutting relationships index fossils unconformities SOL: ES.10 The student will investigate and understand that many aspects of the history and evolution of the Earth and life can be inferred by studying rocks and fossils. (c) superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating bodies of rock; (d) absolute and relative dating have different applications but can be used together to determine the age of rocks and structures.

16 Earth Science: Earth Patterns, Cycles, and Change: Oceanography CONCEPT: CHANGE & CONSTANCY: Cause & Effect and Equilibrium The ocean is a dynamic system in which many chemical, biological, and physical changes are taking place. The oceans are environmentally and economically important. Human activities and public policy have important consequences for the oceans. The oceans resources are finite and should be utilized with care. The impact of human activities, such as waste disposal, construction, and agriculture, affect the water quality within watershed systems and ultimately the ocean. Identify on a world map the warm and cold-water surface currents and the direction in which they flow. Identify the effects of human activities on the oceans. Illustrate the earth s waters, showing high and low tide areas and why there are generally two high and low tide periods daily. Write a letter to a state official outlining how chemical pollution and overfishing can harm or deplete valuable resources. Compare the relationship between density currents and surface currents as they circulate the world s ocean water. Chemical pollution and sedimentation are great threats to the chemical and biological well being of estuaries and oceans. Outline a plan that would reduce the human impact that results in these threats. tides density currents surface currents upwelling salinity estuaries algae oxygen. SOL: ES.11 The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and are subject to long- and short-term variations. (a) physical and chemical changes (tides, waves, currents, sea level and ice cap variations, upwelling, and salinity concentrations); (b) importance of environmental and geologic implications; (e) economic and public policy issues concerning the oceans and the coastal zone including the Chesapeake Bay.

17 Earth Science: Earth Patterns, Cycles, and Change: Oceanography CONCEPT: CHANGE & CONSTANCY: Equilibrium and SYSTEMS: Relationships Convection is the major mechanism of energy transfer in the oceans, atmosphere, and Earth s interior. The ocean is the single largest reservoir of heat at Earth s surface. The topography of the seafloor is at least as variable as that on the continents. Explain why coastal areas are generally cooler in the summer and warmer in the winter than inland areas at the same latitude. Using a physical map of the world as a guide, sketch a cross-section of the ocean floor and compare it to a cross-section of the North American continent. Predict what would happen to Earth s oceans and atmosphere if water absorbed and radiated heat as quickly as land masses. mid-ocean ridges trenches continental shelf continental slope abyssal plain seamount SOL: ES.11 The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and are subject to long- and short-term variations. (c) systems interactions (density differences, energy transfer, weather, and climate); (d) features of the sea floor (continental margins, trenches, mid-ocean ridges, and abyssal plains) reflect tectonic processes.

18 Earth Science: Earth Patterns, Cycles, and Change: Meteorology CONCEPT: COMMUNICATION: Theory and SYSTEMS: Relationships COURSE: Kindergarten The composition of Earth s atmosphere has changed over geologic time. Earth s atmosphere is unique in the solar system in that it contains substantial oxygen. Draw a circle graph (pie chart) showing the relative percentages of nitrogen, oxygen, and trace gases in Earth s atmosphere. Use a table of the Geologic Time Scale to identify significant changes in the composition of Earth s atmosphere over its history. Compare the changes in the composition of Earth s atmosphere and the presence of life with the atmospheres of Venus and Mars, and the apparent void of life forms on those neighboring planets. cyanobacteria photosynthesis oxygen nitrogen carbon dioxide SOL: ES.12 The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes, biologic processes, and human activities on its composition and dynamics. (a) scientific evidence for atmospheric changes over geologic time; (b) current theories related to the effects of early life on the chemical makeup of the atmosphere; (c) comparison of the Earth s atmosphere to that of other planets.

19 Earth Science: Earth Patterns, Cycles, and Change: Meteorology CONCEPT: CHANGE & CONSTANCY: Equilibrium, Cause and Effect and SYSTEMS: Relationships The composition of the atmosphere can change due to human, biologic, and geologic activity. Explain how volcanic activity or meteor impacts could affect the atmosphere and life on Earth. Compare and contrast man s natural activities and industrial activities and how they may influence global temperature and climate. Prepare a case either for or against man s industrial activities as a significant contributor to global warming. Support your position. Troposphere Stratosphere Mesosphere Thermosphere Ozone Layer water vapor carbon dioxide SOL: ES.12 The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes, biologic processes, and human activities on its composition and dynamics. (d) atmospheric regulation mechanisms including the effects of density differences and energy transfer; (e) potential atmospheric compositional changes due to human, biologic, and geologic activity.

20 Earth Science: Earth Patterns, Cycles, and Change: Meteorology CONCEPT: SCALE: Measurement Both weather and climate are measurable and, to a certain extent, predictable. Identify the basic cloud formations and what weather is associated with them. Read and interpret data from a thermometer, a barometer, and a psychrometer. Read and interpret a weather map, predicting weather for an area given the information on the map. anemometer barometer psychrometer thermometer cumulus cirrus nimbus stratus evaporation precipitation SOL: ES.13 The student will investigate and understand that many aspects of the history and evolution of the Earth and life can be inferred by studying rocks and fossils. (a) observation and collection of weather data.

21 Earth Science: Earth Patterns, Cycles, and Change: Meteorology CONCEPT: COMMUNICATION: Model Weather and climate are different. Winds are created by uneven heat distribution at Earth s surface and modified by the rotation of Earth. Energy transfer between Earth s surface and the atmosphere creates the weather. Convection in the atmosphere is a major cause of weather. Define weather and climate. Label a diagram of global wind patterns. Study weather reports and analyze the relationship between dew point and the likelihood of precipitation. Predict weather based on cloud type, temperature, and barometric pressure. climate weather convection Coriolis Effect air masses Fronts cloud dew point condensation nuclei SOL: ES.13 The student will investigate and understand that energy transfer between the sun, Earth, and Earth s atmosphere drives weather and climate on Earth. (b) prediction of weather patterns.

22 Earth Science: Earth Patterns, Cycles, and Change: Meteorology CONCEPT: CHANGE & CONSTANCY: Cause & Effect and Conservation COURSE: Kindergarten Earth s surface is much more efficiently heated by the sun than is the atmosphere. Convection is the major mechanism of energy transfer in the oceans, atmosphere, and Earth s interior. Recognize the differences and similarities of air mass and frontal thunderstorms. Using a climate map of the world, analyze which factor(s) latitude, elevation, proximity to bodies of water, and position relative to mountains contribute to the climate identified. Choose two severe weather phenomena and elevate the potential severity of each event, considering duration, damage to property (man-made and natural habitat), and risk to life. thunderstorm tornado hurricane drought blizzard El Nino climate climatic zones SOL: ES.13 The student will investigate and understand that energy transfer between the sun, Earth, and Earth s atmosphere drives weather and climate on Earth. (c) severe weather occurrences such as tornadoes, hurricanes, and major storms; (d) weather phenomena and the factors that affect climate including radiation and convection.

23 Earth Science: Interrelationships in Earth/Space Systems: Astronomy CONCEPT: COMMUNICATION: Theory Essential Understandings The universe is vast and very old. The big bang theory is our best current model for the origin of the universe. The solar nebular theory is our best current idea for the origin of the solar system. Stars have a finite lifetime and evolve over time. The mass of a star controls its evolution, length of its lifetime, and ultimate fate. Assessment Samples SOL/Blooms Explain the idea that astronomers are actually looking into the past when they observe objects that are very far away. Use the term light year in your explanation. Use the Hertzprung Russel diagram to show the evolution of our Sun s lifetime. Use an arrow to show where the Sun enters the diagram, and additional arrows to show the predicted sequence of the Sun s life. Create an analogy to compare the relationship of the mass of a star with its energy consumption and evolution. Knowledge, Skills/Vocabulary Big Bang Theory universe star nuclear fusion galaxy astronomical unit light year Hertzsprung- Russell diagram SOL: ES.14 The student will investigate and understand scientific concepts related to the origin and evolution of the universe. (a) nebulae; (b) the origin of stars and star systems; (c) stellar evolution; (d) galaxies; and (e) cosmology (the Big Bang).