Next Generation Science Standards

Size: px
Start display at page:

Download "Next Generation Science Standards"

Transcription

1 Pearson Earth Science (Tarbuck/Lutgens) 2011 To the Next Generation Science Standards Earth & Space Science Standards DRAFT, MAY 2012

2 Dear Educator, As we embark upon a new and exciting science journey, Pearson is committed to offering its complete support as classrooms transition to the new Next Generation Science Standards (NGSS). Ready-to-use solutions for today and a forward-thinking plan for tomorrow connect teacher education and development, curriculum content and instruction, assessment, and information and school design and improvement. We ll be here every step of the way to provide the easiest possible transition to the NGSS with a coherent, phased approach to implementation. Pearson has long-standing relationships with contributors and authors who have been involved with the development and review of the Next Generation Science Frameworks and subsequent Next Generation Science Standards. As such, the spirit and pedagogical approach of the NGSS initiative is embedded in all of our programs, such as Earth Science. The planning and development of Pearson s Earth Science was informed by the same foundational research as the NGSS Framework. Specifically, our development teams used Project 2061, the National Science Education Standards (1996) developed by the National Research Council, as well as the Science Anchors Project 2009 developed by the National Science Teachers Association to inform the development of this program. As a result, students make connections throughout the program to concepts that cross disciplines, practice science and engineering skills, and build on their foundational knowledge of key science ideas. The Pearson Advantage 21 st Century Skills. Each chapter in Earth Science begins with an activity geared toward developing one or more 21st century skills. All of these activities task students to capture what they are learning in biology class and apply the knowledge to solving real-life problems in order to encourage productive, thoughtful members of the 21st century world. Virtual Earth Science. A Pearson exclusive - is the most robust interactive lab available. Now available with even more teaching and assessment tools! Our proven formula for reading success addresses skills before during, and after every lesson. Bringing content to life, the integrated GEODe Key Concepts CD-ROM connects students to the world through video, animations, and assessment. The following document demonstrates how Earth Science 2011, supports the first draft of the Next Generation Science Standards (NGSS) for. Correlation references are to the Student Editions, Teacher Editions, and Teacher Lab Resources

3 Table of Contents HS.ESS.SS Space Systems... 4 HS.ESS-HE History of Earth HS.ESS.ES Earth's Systems HS.ESS.CC Climate Change HS.ESS-HS Human Sustainability SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 3

4 EARTH/SPACE SCIENCE HS.ESS.SS.a. Space Systems a. Construct explanations from evidence about how the stability and structure of the sun change over its lifetime at time scales that are the short (solar flares), medium (the hot spot cycle), and long (changes over its 10-billion-year lifetime). [Clarification Statement: Evidence for long-term changes includes the Hertzsprung-Russell Diagram.] EARTH SCIENCE: The structure of the surface of the sun is explored in Structure of the Sun on Students learn about sunspots, prominences, and solar flares in The Active Sun on They obtain information about the interior of the sun in The Solar Interior on Photos illustrating the structure of the sun are displayed on SE/TE page , Figures The Hertzsprung - Russell diagram is presented on , Figure 5. Stellar evolution is explored on The life cycle of a sunlike star in relation to the Hertzsprung - Russell diagram is shown in Figure 10: Life Cycle of a Sunlike Star on 709. Students learn about the evolution of stars with masses similar to the sun in Death of Medium-Mass Stars on 710 and in Figure 11: Stellar Evolution, Part B: Students describe the convection zone in Figure 13: Granules, on 685. Students explain what solar flares are in Reading Checkpoint, 688. Students draw and label a diagram of the sun and explain how the sun produces energy in Assess: Evaluate Understanding on TE: 690. They explain the structure of the sun in Section 24.3 Assessment #1-4, and 6-7 on 690. Students observe and analyze data about sunspots to explain properties of sunspots in Exploration Tracking Sunspots on They analyze sunspot data in Chapter 24 Assessment #28-31 on 696. Students describe the life cycle of the sun in Section 25.2 Assessment #4 on 714. Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9 12 builds on K 8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. Construct and revise claims and arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, theories) and peer review. 685, Figure 13: Granules 688, Reading Checkpoint 690, Section 24.3 Assessment #1-4, and , Exploration Tracking Sunspots 696, Chapter 24 Assessment # , Section 25.2 Assessment #4 ESS1.A: The Universe and Its Stars The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years , Structure of the Sun 685, Figure 12: Structure of the Sun 685, Figure 13: Granules 686, Figure 14: Chromospheres 686, Reading Checkpoint , The Active Sun 687, Figure 15: Sunspots A&B 688, Figure 16: Solar Prominence , The Solar Interior 689, Figure 18: Nuclear Fusion , Exploration Tracking Sunspots , Hertzsprung Russell Diagram 704, Figure 5: Hertzsprung- Russell Diagram , Stellar Evolution 709, Figure 10: Life Cycle of a Sunlike Star 710, Figure 11: Stellar Evolution, part B: Medium mass stars Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 4

5 690, Assess: Evaluate Understanding 685, Address Misconceptions 686, Facts and Figures 687, Build Science Skills 687, Facts and Figures 704, Address Misconceptions 704, Use Visuals 707, Build Science Skills 709, Use Visuals: Figure , Facts and Figures 151, Investigation 24: Measuring the Diameter of the Sun SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 5

6 HS.ESS.SS.b. Space Systems b. Use mathematical, graphical, or computational models to represent the distribution and patterns of galaxies and galaxy clusters in the Universe in order to describe the Sun s place in space. EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Galaxies and galaxy clusters are explored on The location of the sun within the Milky Way is indicated in Figure 17: Structure of the Milky Way, Part B: Edge-on view on 716. Using Mathematical and Computational Thinking Mathematical and computational thinking at the 9 12 level builds on K 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Students also use and create simple computational simulations based on mathematical models of basic assumptions. Use statistical and mathematical techniques and structure data (e.g., displays, tables, and graphs) to find regularities, patterns (e.g., fitting mathematical curves to data), and relationships in data. ESS1.A: The Universe and Its Stars The sun is one of more than 200 billion stars in the Milky Way galaxy, and the Milky Way is just one of hundreds of billions of galaxies in the universe , The Milky Way Galaxy Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions including energy, matter, and information flows within and between systems at different scales , The Milky Way Galaxy , Types of Galaxias 717, Build Science Skills: Using Models SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 6

7 HS.ESS.SS.c. Space Systems c. Construct explanations for how the Big Bang theory for the formation of the universe accounts for all observable astronomical data including the red shift of starlight from galaxies, cosmic microwave background, and composition of stars and nonstellar gases. EARTH SCIENCE: The expanding universe is presented in The Expanding Universe on Students learn about the Big Bang theory on 720. The red shift of starlight is discussed on 718 and 720; cosmic microwave on 720. Students explain the evidence for the expanding universe theory in Section 25.3 Assessment, #4, and explain the Big Bang theory in #5 in, on 721. They explain the implications of red shifts in Chapter 25 Assessment #22, 725, and what cosmic microwave background radiation is in #23. Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9 12 builds on K 8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. Construct and revise claims and arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, theories) and peer review. ESS1.A: The Universe and Its Stars The spectra and brightness of stars are used to identify their compositional elements, movements, and distances from Earth and to develop explanations about the formation, age, and composition of the universe. The Big Bang theory is supported by the fact that it provides an explanation of observations of distant galaxies receding from our own, of the measured composition of stars and nonstellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe , The Expanding Universe 719, Figure 22 Raisin Dough Analogy 720, The Big Bang 720, Address Misconceptions Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. 712, Nucleosynthesis Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 7

8 HS.ESS.SS.d. Space Systems d. Obtain, evaluate, and communicate information about the process by which stars produce all elements except those elements formed during the Big Bang. [Clarification Statement: Nuclear fusion within certain stars produce atomic nuclei lighter than and including iron; heavier elements are produced when certain massive stars achieve a supernova stage and explode.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. The formation of helium from hydrogen in the core of the sun is presented in The Solar Interior on 689 and shown in Figure 18: Nuclear Fusion. Students learn about the formation of heavier elements in star in Nucleosynthesis on 712. Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9 12 builds on 6 8 and progresses to evaluate the validity and reliability of the claims, methods, and designs. Read critically primary scientific literature to identify key ideas and major points and to evaluate the validity and reliability of the claims, methods, and designs. ESS1.A: The Universe and Its Stars Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. 712, Nucleosynthesis Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 8

9 HS.ESS.SS.e. Space Systems e. Use mathematical representations of the positions of objects in our Solar System in order to predict their motions and gravitational effects on each other. [Assessment Boundary: Mathematical representations, which include Kepler s Laws, should not deal with more than two bodies.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Johannes Kepler s laws of planetary motion are presented on 618. Students learn about Newton and the universal law of gravitation on They solve problems to determine the distance from the sun of hypothetical planets in Section 22 Assessment #7 on 621. Using Mathematical and Computational Thinking Mathematical and computational thinking at the 9 12 level builds on K 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Students also use and create simple computational simulations based on mathematical models of basic assumptions. Use simple limit cases to test mathematical expressions, computer programs or algorithms, or simulations to see if a model makes sense by comparing the outcomes with what is known about the real world. ESS1.B: Earth and the Solar System Kepler s laws describe common features of the motions of orbiting objects, including their elliptical paths. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. 618, Johannes Kepler 620, Sir Isaac Newton , Universal Gravitation Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 9

10 HS.ESS.SS.f. Space Systems f. Analyze evidence to explain changes in Earth s orbital parameters affect the intensity and distribution of sunlight on Earth s surface, causing cyclical climate changes that include past Ice Ages. [Assessment Boundary: Orbital parameters are limited to change in orbital shape and orientation of the planetary axis.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. The effects of the Earth s orbit on climate change are presented in Earth s Orbital Motion on 601. Through modeling in the Teacher Demo: Earth s Motions and Climate on TE: 601, students learn about the effects of changes in Earth s orbit. Analyzing and Interpreting Data Analyzing data in 9 12 builds on K 8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Use tools, technologies, and models (e.g., computational, mathematical) to generate and analyze data in order to make valid and reliable scientific claims ESS1.B: Earth and the Solar System Cyclic changes in the shape of Earth s orbit around the sun, together with changes in the orientation of the planet s axis of rotation, have altered the intensity and distribution of sunlight falling on Earth. These changes, both occurring over tens to hundreds of thousands of years, cause cycles of ice ages and other gradual climate changes. Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, or determine an optimal design but the total number of protons plus neutrons solution. is conserved. 601, Earth s Orbital Motion 601, Teacher Demo: Earth s Motions and Climate SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 10

11 HS.ESS.SS.g. Space Systems g. Construct explanations for how differences in orbital parameters, combined with the object s size and composition, control the surface conditions of other planets and moons within the solar system. EARTH SCIENCE: The surface conditions of the planets are explored in Chapter 23. Students learn about the characteristics of the planets, including comparisons and contrasts of surface conditions in The Planets: An Overview on Surface conditions for each planet are described: Mercury: The Innermost Planet on ; Venus: The Veiled Planet on ; Mars: The Red Planet on ; Facts and Figures on TE: 652; Jupiter: Giant Among Planets on ; Saturn: The Elegant Planet on ; Uranus: The Sideways Planet on 658; and Neptune: The Windy Planet on 658. The surface conditions are explained in terms of distance from the sun and the mass and composition of each planet, among other factors. Students construct explanations for differences that control surface conditions of planets and moons in Section 23.2 Assessment, #6, 653, and in Chapter 23 Assessment #27, 28, and 31-34, 670. Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9 12 builds on K 8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. Construct and revise claims and arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, theories) and peer review. 653, Section 23.2 Assessment, #6 670, Assessment #27, 28, ESS1.B: Earth and the Solar System Cyclic changes in the shape of Earth s orbit around the sun, together with changes in the orientation of the planet s axis of rotation, have altered the intensity and distribution of sunlight falling on Earth. These changes, both occurring over tens to hundreds of thousands of years, cause cycles of ice ages and other gradual climate changes. 601, Earth s Orbital Motion 601, Teacher Demo: Earth s Motions and Climate Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 11

12 HS.ESS-HE.a. History of Earth a. Analyze determined or hypothetical isotope ratios within Earth materials to make valid and reliable scientific claims about the planet s age, the ages of Earth events and rocks, and the overall time scale of Earth s history. [Assessment Boundary: Radiometric dating techniques using complex methods such as multiple isotope ratios are not included.] EARTH SCIENCE: Radiometric dating is presented in Dating with Radioactivity on Students use hypothetical data to date layers of rock in 93-96, Investigation 13: Determining Geologic Ages. Analyzing and Interpreting Data ESS1.C: The History of Planet Earth Analyzing data in 9 12 builds on K 8 and Radioactive-decay lifetimes and isotopic progresses to introducing more detailed content in rocks provide a way of statistical analysis, the comparison of data dating rock formations and sets for consistency, and the use of models thereby fixing the scale of to generate and analyze data. geologic time. Engaging in argument from evidence in 9 12 builds from K 8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world. Arguments may also come from current scientific or historical episodes in science , Dating with Radioactivity 350, Facts and Figures: Determining the Ave of Granite 93-96, Investigation 13: Determining Geologic Ages Scale, Proportion, and Quantity The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly. Patterns observable at one scale may not be observable or exist at other scales. Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale. Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g. linear growth vs. exponential growth). 347, Figure 14: Radioactive Decay 348, Figure 15: The Half-Life Decay Curve 93-96, Investigation 13: Determining Geologic Ages SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 12

13 HS.ESS-HE.b. History of Earth b. Construct an explanation using plate tectonic theory for the general trends of the ages of continental and oceanic crust as well as patterns of topographic features. [Clarification Statement: Trends of crustal ages involve the youngest seafloor rocks located at mid-ocean ridges and the oldest ocean rocks often located near continental boundaries, with age bands of rocks parallel across mid-ocean ridges. Major topographic features are ocean ridges, trenches, and hot spot islands.] EARTH SCIENCE: The use of patterns of rock type and age as evidence of plate tectonics is presented in Chapter 9, Plate Tectonics, Rock Types on 250. Students learn about the age patterns of rocks on the ocean floor as evidence of plate tectonics in The Age of the Ocean Floor on 260. Students list the evidence for continental drift, which includes patterns of topographic features, in Section 9.1 Assessment #2 on 252. In the Reading Checkpoint on 255, students define mid-ocean ridges. The Reading Checkpoint on 257, requires students to explain subduction. They list the evidence for sea floor spreading, which includes the trends in the age of ocean crust, in Section 9.2 Assessment #3 on 260. Students write an explanatory paragraph about how the data for the age of oceanic crust supports the theory of the sea-floor spreading in Section 9.2 Assessment: Writing in Science on 260. Constructing Explanations and Designing Solutions ESS1.C: The History of Planet Earth Stability and Change Engaging in argument from evidence in 9 12 builds from K 8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world. Arguments may also come from current scientific or historical episodes in science. Construct and revise claims and arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, theories) and peer review. Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. 250, Rock Types 251, Quick Charting the Age of the Atlantic Ocean 260, The Age of the Ocean Floor Figure , Intraplate Volcanism ESS2.B: Plate Tectonics and Large Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth s surface and provides a framework for understanding its geologic history. 255, Mid-Ocean Ridges 257, Subduction at Deep-Ocean Trenches 261, Earth s Moving Plates , Types of Plate Boundaries , Figure 15: Earth s Tectonic Plates , Divergent Boundaries , Convergent Boundaries Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. 257, Subduction at Deep-Ocean Trenches 261, Earth s Moving Plates , Types of Plate Boundaries , Divergent Boundaries , Convergent Boundaries 268, Transform Fault Boundaries 261, Facts and Figures 262, Teacher Demo: A Convergent Model 264, Teacher Demo: Creating a Continental Rift 267, Facts and Figures SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 13

14 268, Transform Fault Boundaries 261, Build Science Skills, Facts and Figures 262, Teacher Demo: A Convergent Model 262, Facts and Figures: Wide Plate Boundaries 262, Address Misconceptions 264, Teacher Demo: Creating a Continental Rift 264, Facts and Figures 266, Facts and Figures 267, Facts and Figures 267, Build Science Skills 268, Build Science Skills 79-84, Investigation 9: Modeling a Plate Boundary Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth s crust. 261, Earth s Moving Plates , Types of Plate Boundaries , Divergent Boundaries , Convergent Boundaries 268, Transform Fault Boundaries 262, Teacher Demo: A Convergent Model 262, Facts and Figures: Wide Plate Boundaries 264, Teacher Demo: Creating a Continental Rift 266, Facts and Figures 267, Facts and Figures, Build Science Skills SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 14

15 HS.ESS-HE.c. History of Earth c. Construct explanations about changes that occurred to Earth during the Hadean Eon based on data from Earth materials, planetary surfaces, and meteorites. [Clarification Statement: Dynamic Earth processes have destroyed most of Earth s very early rock record; however, lunar rocks, asteroids, and meteorites have remained relatively unchanged and provide evidence for conditions during Earth s earliest time periods.] EARTH SCIENCE: The focus of this program is to provide students with an awareness and appreciation of the important interdependences and processes among Earth s spheres. This expectation falls outside of the program scope and sequence. Constructing Explanations and Stability and Change Designing Solutions Engaging in argument from evidence in 9 12 builds from K 8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world. Arguments may also come from current scientific or historical episodes in science. Construct and revise claims and arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, theories) and peer review. ESS1.C: The History of Planet Earth Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth s formation and early history. Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 15

16 HS.ESS-HE.d. History of Earth d. Construct scientific arguments to support the claim that dynamic causes, effects, and feedbacks among Earth s systems result in a continual co-evolution of Earth and the life that exists on it. [Clarification Statement: Students examine examples of feedbacks between Earth s different systems in order to understand how life has co-evolved with Earth s surface. For example, the atmosphere and biosphere affect the conditions for life, which in turn affects the composition of the atmosphere.] EARTH SCIENCE: The co-evolution of Earth and the life that exists on it is presented in Chapter 13, Earth s History, on Students learn about the co-evolution of Earth s atmosphere and life in early oceans in The Atmosphere Evolves on 365. The relationship between shallow seas and warm temperatures and limestone deposits is discussed in Cambrian Earth and Cambrian Life on 370. Students obtain information about the relationship between increasing oxygen and the evolution of land plants in Ordovician Period on 371. The development of coal swamp forests in the warm in wet tropical regions and the resulting coal deposits are discussed in Carboniferous Period on On 375, students learn about the relationship between large interior deserts that formed when Pangaea formed and large deposits of red sandstone in Permian Earth. The evolution of unique flora and fauna on Madagascar is linked to the separation of the Madagascar plate in the Facts and Figures feature on TE: 377. The link between the breakup of Pangaea, warming climate, and the evolution of new life is made in Jurassic Earth on 379. The relationship between the formation of shallow seas and great swamps and the development of coal deposits in the Western United States and Canada is discussed on 380. Students gain knowledge of the evolution of grasses in response to the drying of climates and the subsequent evolution of mammals that could eat those grasses in Tertiary Period on 383. The relationship between climate change caused by changes in the orbital parameters of Earth and the evolution of large mammals is presented in Quaternary Earth on 384. Students construct scientific arguments in Section 13.1 Assessment #6 on 368, Section 13.2 Assessment #1 and 2 on 376, and Section Assessment 13.3 #2 on 381. They also construct scientific arguments in Chapter 13 Assessment # 11, 18, 21, 23, and 24 on Engaging in Argument from Evidence Engaging in argument from evidence in 9 12 builds from K 8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world. Arguments may also come from current scientific or historical episodes in science. ESS2.E Biogeology The many dynamic and delicate feedbacks among the biosphere, geosphere, hydrosphere, and atmosphere cause a continual co-evolution of Earth s surface and the life that exists on it. Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems Use arguments and empirical evidence can be designed for greater or lesser in oral and written form to stability construct a convincing argument that supports or refutes a claim made by someone else. 368, Section 13.1 Assessment #6 376, 13.2 Assessment #1 and 2 381, Section Assessment 13.3 # , Chapter Assessment # 11, 18, 21, 23, and , Precambrian Earth , Precambrian Life , Cambrian Period 371, Ordovician Period 372, Silurian Period , Devonian Period , Carboniferous Period , Permian Period 378, Triassic Period , Jurassic Period 380, Cretaceous Period , Age of Mammals 383, Tertiary Period , Precambrian Earth , Precambrian Life , Cambrian Period 371, Ordovician Period 372, Silurian Period , Devonian Period , Carboniferous Period , Permian Period 378, Triassic Period , Jurassic Period SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 16

17 , Quaternary Period 367, Facts and Figures: Ozone and Life on Land 367, Integrate Biology: Origin of Life on Earth 369, Facts and Figures: Snowball Earth 371, Facts and Figures 373, Facts and Figures 375, Facts and Figures 377, Facts and Figures: Madagascar 383, Build Science Skills: Relating Cause and Effect. 384, Facts and Figures 380, Cretaceous Period , Age of Mammals 383, Tertiary Period , Quaternary Period 367, Facts and Figures: Ozone and Life on Land 367, Integrate Biology: Origin of Life on Earth 369, Facts and Figures: Snowball Earth 371, Facts and Figures 373, Facts and Figures 375, Facts and Figures 377, Facts and Figures: Madagascar 383, Build Science Skills: Relating Cause and Effect. 384, Facts and Figures SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 17

18 HS.ESS.ES.a. Earth's Systems a. Apply scientific reasoning to explain how geophysical, geochemical, and geothermal evidence was used to develop the current model of the Earth's interior. [Clarification Statement: Evidence should include drill cores, gravity, seismic waves, and laboratory experiments on Earth materials.] EARTH SCIENCE: Evidence used to develop the current model of Earth s interior is presented in Layers Defined by Composition in Section 8.4 on Using seismic data is discussed in Layers Defined by Composition on 233 and in Discovering Earth s Layers on 236. Students gain further knowledge through the descriptions of laboratory experiments conducted on minerals, analysis of rock from frill cores, and analysis of meteorites in Discovering Earth s Composition on 237. Students apply scientific reasoning to explain the evidence in Chapter 8 Assessment #23, 244. Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9 12 builds on K 8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. Apply scientific reasoning, theory, and models to link evidence to claims and show why the data are adequate for the explanation or conclusion. 244, Chapter 8 Assessment, #23 ESS2.A: Earth Materials and Systems Evidence from drill cores, gravity, seismic waves, and laboratory experiments on Earth materials, reconstructions of historical changes in Earth s surface and its magnetic field, and an understanding of geophysical and geochemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, and a solid mantle and crust. 233, Layers Defined by Composition, Figure , Discovering Earth s Layers Figure 17:Earth s Interior Showing P and S Wave Paths 237, Discovering Earth s Composition 236, Facts and Figures Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions including energy, matter, and information flows within and between systems at different scales. 233, Layers Defined by Composition, Figure , Discovering Earth s Layers Figure 17: Earth s Interior Showing P and S Wave Paths SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 18

19 HS.ESS.ES.b. Earth's Systems b. Use a model of Earth's interior and the mechanisms of thermal convection to explain the cycling of matter and the impact of plate tectonics on Earth's surface. [Assessment Boundary: Convection mechanisms should include heat from radioactive decay and gravity acting on materials of different densities as the drivers of convection and tectonic activity.] EARTH SCIENCE: The mechanisms of plate tectonics are discussed in Section 9.4, Mechanisms of Plate Motion on SE/TE pages Convection currents within the mantle caused by the release of energy from radioactive decay are discussed in What Causes Plate Motion? on SE/TE page 270. The ways gravity also causes plate movements is discussed in Plate Motion Mechanisms on SE/TE page 271. Students use a model of Earth s interior and the mechanisms of thermal convection to explain the cycling of matter and the impact of plate tectonics in Section 9.4 Assessment #1-5 and the Connecting Concepts on 271. Developing and Using Models Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and constructing models to predict and explain relationships between systems and their components in the natural and designed world. Use models (including mathematical and computational) to generate data to explain and predict phenomena, analyze systems, and solve problems. ESS2.A: Earth Materials and Systems Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth s interior and the increased downward gravitational pull on denser mantle material. ESS2.B: Plate Tectonics and Large- Scale System Interactions The radioactive decay of unstable isotopes continually generates new energy within Earth s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. 270, What Causes Plate Motion 271, Plate Motion Mechanisms 271, Figure 23: Whole Mantel Convection 270, Facts and Figures SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 19

20 HS.ESS.ES.c. Earth's Systems c. Analyze the impact of water on the flow of energy and the cycling of matter within and among Earth systems. [Assessment Boundary: Should explore the unique physical and chemical properties of water, such as the polar nature of the molecule and water s ability to absorb/store/release energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.] EARTH SCIENCE: The impact of water on the flow of energy and the cycling of matter is presented in many sections of the text. Some of the physical and chemical properties of water are discussed in Water s Changes of State on , Land and Water on 489, and Integrating Physics: Specific Heat on TE: 489. Students learn about water s ability to absorb, store, and release energy and to transmit sunlight in Variable Components on 477. Additional content on water s impact includes: Absorption on 487, Land and Water on 489, Integrating Physics: Specific Heat on TE: 489, Water Bodies and Quick Observing How Land and Water Absorb and Release Energy on 590, and Greenhouse Effect on 602. Effects caused by expansion upon freezing are discussed in Frost Wedging on 127. Students obtain information about water s role in dissolving and transporting materials in Chemical Weathering, , Erosion on 164, Sediment Transport on 165, Deposition on , Glacial Erosion on 192, and in Alluvial Fans on 201. Water s effect on the viscosity and melting points of rocks is discussed in Facts and Figures: Water in the Mantle on TE: 235 and Water Content on 281.Water s effects upon the landscape are discussed in Stream Valleys on , Caverns on , Karst Topography on , and Landforms Created by Glacial Erosion on Students analyze the impact of water in the Reading Checkpoint on 127; the Reading Checkpoint on 164; Section 6.2 Assessment #1, 4, and 6, 170; Section 7.2 Assessment #3 on 202; and the Reading Checkpoint on 281. Students obtain information through the Teacher Demo: Heating of Land and Water on TE: 490. They demonstrate topic knowledge through Section 17.3 Assessment #2-4 on 493; Chapter 17 Assessment #17, 26, 27, on 499; Section 18.1 Assessment #1 on 509; and Section 21.1 Assessment #4 on 591. Analyzing and Interpreting Data ESS2.C: The Roles of Water in Earth's Surface Processes Energy and Matter The total amount of energy and matter in Analyzing data in 9 12 builds on K 8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Use tools, technologies, and/or models (e.g., computational, mathematical) to generate and analyze data in order to make valid and reliable scientific claims or determine an optimal design solution. The abundance of liquid water on Earth s surface and its unique combination of physical and chemical properties are central to the planet s dynamics. These properties include water s exceptional capacity to absorb/store/release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. melting points of rocks. 590, Quick Observing How Land and Water Absorb and Release Energy 490, Teacher Demo: Heating of Land and Water 127, Frost Wedging , Chemical Weathering 164, Erosion 165, Sediment Transport , Deposition 201, Alluvial Fans SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 20

21 47-52, Investigation 5: Some Factors That Affect Soil Erosion 65-68, Investigation 7 Continental Glaciers Change Earth s Topography 281, Water Content 477, Variable Components , What Happens to Solar Radiation? 489, Land and Water , Exploration Heating Land and Water , Water s Changes of State 590, Water Bodies 590, Quick Observing How Land and Water Absorb and Release Energy 127, Build Science Skills: Designing Experiments 129, Facts and Figures 201, Facts and Figures 235, Facts and Figures 166, Teacher Demo: Alluvium 167. Build Science Skills: Designing Experiments 477, Address Misconceptions 486, Facts and Figures 489, Integrating Physics: Specific Heat 505, Integrate Biology: The Water Cycle 47-52, Investigation 5: Some Factors That Affect Soil Erosion 53-58, Investigation 6A: Rivers Shape the Land 59-64, Investigation 6N: Modeling Cavern Formation 65-68, Investigation 7: Continental Glaciers Change Earth s Topography SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 21

22 HS.ESS.ES.d. Earth's Systems d. Use Earth system models to explain how Earth's internal and surface processes work together at different spatial and temporal scales to form landscapes and sea floor features. EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Effects of the hydrosphere on landscapes and sea-floor features are presented in various lessons: Running Water on 163, Work of Streams on , Water Beneath the Surface on , Glaciers on , Water in Deserts on , and Shoreline Processes and Features on Students learn about the effects of the atmosphere in Landscapes Shaped by Wind on Effects of the geosphere are covered in the following lessons: What is an Earthquake?, , Sea-Floor Spreading, , Plate Tectonics, , Volcanoes and Plate Tectonics, , Types of Volcanoes, , Other Volcanic Landforms, , Folds, Faults, and Mountains, , Mountains and Plates, , and Ocean Floor Features on Students obtain information about the effects of the biosphere in Seafloor Sediments on Developing and Using Models ESS2.A: Earth Materials and Systems Earth s systems interact over a wide Systems and System Models Models can be used to predict the behavior Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and constructing models to predict and explain relationships between systems and their components in the natural and designed world. Use models (including mathematical and computational) to generate data to explain and predict phenomena, analyze systems, and solve problems. range of temporal and spatial scales and continually react to changing influences, including those from human activities. Components of Earth s systems may appear stable, change slowly over long periods of time, or change abruptly. Changes in part of one system can cause dynamic feedbacks that can increase or decrease the original of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. changes, further changing that system or other systems in ways that are often surprising and complex. 160, Teacher Demo: The Ability to Erode 166, Teacher Demo: Alluvium 167, Build Science Skills: Designing Experiments 192, Teacher Demo: Glacial Erosion 201, Teacher Demo: Desert Water Erosion 205, Teacher Demo: Wind Erosion 262, Teacher Demo: A Convergent Model 264, Teacher Demo: Creating a Continental Rift 313, Teacher Demo: Making an Anticline 314, Build Science Skills: Using Models 317, Build Science Skills: Using Models 404, Teacher Demo: Sediment , Running Water , Work of Streams , Water Beneath Surface , Glaciers , Water in Deserts , Landscapes Shaped by Wind , What is an Earthquake? , Sea-Floor Spreading , Plate Tectonics , Volcanoes and Plate Tectonics , Types of Volcanoes , Other Volcanic Landforms , Folds, Faults, and Mountains , Mountains and Plates 160, Teacher Demo: The Ability to Erode 166, Teacher Demo: Alluvium 167, Build Science Skills: Designing Experiments 192, Teacher Demo: Glacial Erosion 201, Teacher Demo: Desert Water Erosion 205, Teacher Demo: Wind Erosion 262, Teacher Demo: A Convergent Model 264, Teacher Demo: Creating a Continental Rift 313, Teacher Demo: Making an Anticline 314, Build Science Skills: Using Models 317, Build Science Skills: Using Models 404, Teacher Demo: Sediment Buildup 47-52, Investigation 5: Some Factors That Affect Soil Erosion 53-58, Investigation 6A: Rivers SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 22

23 Buildup 47-52, Investigation 5: Some Factors That Affect Soil Erosion 53-58, Investigation 6A: Rivers Shape the Land 59-64, Investigation 6B: Modeling Cavern Formation 65-68, Investigation 7 Continental Glaciers Change Earth s Topography 69-72, Investigation 8: Modeling Liquefaction 79-84, Investigation 9: Modeling a Plate Boundary , Investigation 16: Modeling the Ocean Floor , Ocean Floor Features , Seafloor Sediments , Shoreline Processes and Features 160, Teacher Demo: The Ability to Erode 166, Teacher Demo: Alluvium 167, Build Science Skills: Designing Experiments 168, Build Science Skills: Infer 192, Teacher Demo: Glacial Erosion 197, Integrate Biology: Change in Sea Level 201, Teacher Demo: Desert Water Erosion 205, Teacher Demo: Wind Erosion 257, Facts and Figure: Lakes and Oceans 262, Teacher Demo: A Convergent Model 264, Teacher Demo: Creating a Continental Rift, Facts and Figures 265, 266, Facts and Figures 281, Facts and Figures: Volcanoes in California 313, Teacher Demo: Making an Anticline 314, Build Science Skills: Using Models 316, Facts and Figures: Making the Appalachians 317, Facts and Figures: African Rift Grabens, Build Science Skills 403, Facts and Figures 404, Teacher Demo: Sediment Buildup 407, 464, Facts and Figures 47-52, Investigation 5: Some Factors That Affect Soil Erosion 53-58, Investigation 6A: Rivers Shape the Land 59-64, Investigation 6N: Modeling Cavern Formation 65-68, Investigation 7: Continental Glaciers 69-72, Investigation 8: Modeling Liquefaction 79-84, Investigation 9: Modeling a Plate Boundary , Investigation 16: Modeling the Ocean Floor Shape the Land 59-64, Investigation 6B: Modeling Cavern Formation 65-68, Investigation 7 Continental Glaciers Change Earth s Topography 69-72, Investigation 8: Modeling Liquefaction 79-84, Investigation 9: Modeling a Plate Boundary , Investigation 16: Modeling the Ocean Floor SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 23

March (800)

March (800) Perfection Learning Correlation of Earth Science: The Physical Setting to the Next Generation Science Standards (NGSS) and HS.ESS-SS Space Systems a. Construct explanations from evidence about how the

More information

The performance expectation above was developed using the following elements from A Framework for K-12 Science Education: Disciplinary Core Ideas

The performance expectation above was developed using the following elements from A Framework for K-12 Science Education: Disciplinary Core Ideas HS-ESS1-1 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 in the form of radiation. [Clarification

More information

Use models to describe the sun s place in space in relation to the Milky Way Galaxy and the distribution of galaxy clusters in the universe.

Use models to describe the sun s place in space in relation to the Milky Way Galaxy and the distribution of galaxy clusters in the universe. The Milky Way Galaxy consists of more than two hundred billion stars, the sun being one of them, and is one of hundreds of billions of galaxies in the known universe. s of the formation and structure of

More information

THE UNIVERSE AND ITS STARS SCALE, PROPORTION,

THE UNIVERSE AND ITS STARS SCALE, PROPORTION, Performance Expectation and Louisiana Connectors 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

More information

Fairfield Public Schools Science Curriculum Science of the Cosmos

Fairfield Public Schools Science Curriculum Science of the Cosmos Fairfield Public Schools Science Curriculum Science of the Cosmos BOE Approved 5/8/2018 1 Science of the Cosmos: Description This course will focus on the theories and principles of Astronomy, and on the

More information

Fairfield Public Schools Science Curriculum The Planet s Oceans

Fairfield Public Schools Science Curriculum The Planet s Oceans Fairfield Public Schools Science Curriculum The Planet s Oceans BOE Approved 5/8/2018 1 The Planet s Oceans: Description In this course, you will get to know the ocean world: plate tectonics, ocean currents,

More information

The performance expectation above was developed using the following elements from A Framework for K-12 Science Education: Disciplinary Core Ideas

The performance expectation above was developed using the following elements from A Framework for K-12 Science Education: Disciplinary Core Ideas HS-ESS2-1 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

More information

New York. Online references found at

New York. Online references found at New York Online references found at www.connected.mcgraw-hill.com EARTH S PLACE IN THE UNIVERSE Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in

More information

Earth Science 14 th Edition, 2015 Tarbuck Lutgens - Tasa

Earth Science 14 th Edition, 2015 Tarbuck Lutgens - Tasa A Correlation of Tarbuck Lutgens - Tasa To the Oklahoma Academic Standards for Earth & Space Science A Correlation of, EARTH & SPACE SCIENCE HS-ESS1 Earth s Place in the Universe HS-ESS1-1 Students who

More information

Identify and explain monthly patterns in the phases of the Moon.

Identify and explain monthly patterns in the phases of the Moon. (NGSS in Parentheses) Grade Big Idea Essential Questions Concepts Competencies Vocabulary 2002 Standards The phases of the Moon are caused by the orbit of the moon around the Earth. (ESS1.A) The phases

More information

Big Idea Clarifying Statement Assessment boundary

Big Idea Clarifying Statement Assessment boundary Energy Big Idea Clarifying Statement Assessment boundary HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other

More information

B L U E V A L L E Y D I S T R I C T C U R R I C U L U M Science Astronomy

B L U E V A L L E Y D I S T R I C T C U R R I C U L U M Science Astronomy B L U E V A L L E Y D I S T R I C T C U R R I C U L U M Science Astronomy ORGANIZING THEME/TOPIC UNIT 1: EARTH AND THE SOLAR SYSTEM Formation of the Solar System Motion and Position Kepler s Laws Newton

More information

High School. Prentice Hall. Earth Science, (Tarbuck) Indiana s Revised Academic Standards for Earth and Space Science I / 3044 (High School)

High School. Prentice Hall. Earth Science, (Tarbuck) Indiana s Revised Academic Standards for Earth and Space Science I / 3044 (High School) Prentice Hall Earth Science, (Tarbuck) 2009 High School C O R R E L A T E D T O Students should understand that scientific knowledge is gained from observation of natural phenomena and experimentation,

More information

Georgia Standards of Excellence for Science Grade 6

Georgia Standards of Excellence for Science Grade 6 A Correlation of To the Georgia Standards of Excellence for Science A Correlation of,, Introduction This document demonstrates how, supports the Georgia Standards of Excellence for Science. Correlation

More information

High School Earth and Space Sciences

High School Earth and Space Sciences High School Earth and Space Sciences Students in high school develop understanding of a wide range of topics in Earth and space science (ESS) that build upon science concepts from middle school through

More information

ESS2.A: EARTH MATERIALS AND SYSTEMS

ESS2.A: EARTH MATERIALS AND SYSTEMS such as plate tectonics (link to ESS2.B) and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites,

More information

HS.PS3.D: Energy in Chemical Processes and Everyday Life

HS.PS3.D: Energy in Chemical Processes and Everyday Life DCI: Energy HS.PS3.D: Energy in Chemical Processes and Everyday Life Solar cells are human made devices that likewise capture the sun s energy and produce electrical energy. (HS PS4 5) DCI: Waves and Their

More information

Processes that Shape the Earth

Processes that Shape the Earth Grade 8 Science, Quarter 4, Unit 4.1 Processes that Shape the Earth Overview Number of instructional days: 20 (1 day = 45 minutes) Content to be learned Explain the role of differential heating and convection

More information

Core Idea ESS2 Vocab. Earth s Systems. How and why is Earth constantly changing?

Core Idea ESS2 Vocab. Earth s Systems. How and why is Earth constantly changing? Core Idea ESS2 Vocab Earth s Systems How and why is Earth constantly changing? Earth Dynamic interconnected systems principally the geosphere, hydrosphere, atmosphere, and biosphere temporal scale spatial

More information

GO ON. Directions: Use the diagram below to answer question 1.

GO ON. Directions: Use the diagram below to answer question 1. d i a g n o s t i c t e s t : e a r t h a n d s p a c e s c i e n c e question 1. 1. What is the correct order (starting from the surface) of Earth s layers? A crust, outer core, inner core, mantle B mantle,

More information

for EDC Earth Science EDC Earth Science features the following design components:

for EDC Earth Science EDC Earth Science features the following design components: LAB- AIDS Correlations to Georgia Science Standards of Excellence 2016 for EDC Earth Science ABOUT EDC EARTH SCIENCE EDC Earth Science is a full year, activity- driven high school earth science course

More information

Grade 9 12 Earth Science Item Specifications

Grade 9 12 Earth Science Item Specifications Grade 9 12 Earth Science Item Specifications Table of Contents Introduction...3 Engineering, Technology, and Application of Science...6 ETS1.A...6 ETS1.B...10 Earth and Space Sciences...14 Earth s Place

More information

Geosphere Final Exam Study Guide

Geosphere Final Exam Study Guide Geosphere Final Exam Study Guide Chapter 1 Intro to Earth Systems 1. Name and describe Earth s 4 major spheres Geosphere-- nonliving, mostly solid rock divided into crust, mantle, and core Atmosphere a

More information

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: MS-ESS2-1 Earth's Systems Students who demonstrate understanding can: MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification

More information

Formation of the Earth and Solar System. Radiometric dating of moon rocks, minerals, and meteorites. Size and composition of solar system objects

Formation of the Earth and Solar System. Radiometric dating of moon rocks, minerals, and meteorites. Size and composition of solar system objects Environmental Science: NGSS Curriculum Map 2016 - S. Kraemer, J. Crane, M. Thorn, S. Marz Time/Interval Essential Question Content Skills Assessment Standards Days: Unit 1: History of the Earth Crosscutting:

More information

Lab-Aids Correlations for ARIZONA SCIENCE STANDARDS HIGH SCHOOL LEVEL, EARTH SCIENCE 1. January 2019

Lab-Aids Correlations for ARIZONA SCIENCE STANDARDS HIGH SCHOOL LEVEL, EARTH SCIENCE 1. January 2019 Lab-Aids Correlations for ARIZONA SCIENCE STANDARDS HIGH SCHOOL LEVEL, EARTH SCIENCE 1 January 2019 Mark Koker, Ph D, Director of Curriculum &Professional Development, Lab-Aids Lisa Kelp, Curriculum Specialist,

More information

Section 26.1 pp The Sun s Size, Heat, and Structure

Section 26.1 pp The Sun s Size, Heat, and Structure Section 26.1 pp. 572 576 The Sun s Size, Heat, and Structure Set a Purpose: TE, p. 572 Reading Study Guide, p. 89 Visualization Examine the sun at different wavelengths: SE, p. 573 Visual Teaching Interpret

More information

2016 PLED 576 Earth and Space Science Correlation to Next Generation Science Standards (NGSS) High School Earth and Space Science

2016 PLED 576 Earth and Space Science Correlation to Next Generation Science Standards (NGSS) High School Earth and Space Science 2016 PLED 576 Earth and Space Science Correlation to Next Generation Science Standards () High School Earth and Space Science Course Objectives 1. Evaluate the differing theories that explain the structure,

More information

Tuesday, September 05, 2017 Planet Earth

Tuesday, September 05, 2017 Planet Earth Tuesday, September 05, 2017 Planet Earth Objective: Describe the solar system and Earth s location in it. Identify Earth s shape. Discuss Earth s structure. List Earth s landforms Do Now: What is a compass

More information

HS-ESS1-1 Earth s Place in the Universe. Disciplinary Core Ideas

HS-ESS1-1 Earth s Place in the Universe. Disciplinary Core Ideas 6-8 3-5 K-2 Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural

More information

Can t t wait to take Exam 4!

Can t t wait to take Exam 4! Can t t wait to take Exam 4! Really can t wait to study for the final exam! 1 2 Housekeeping Exam 4: study glossaries, chapter questions TA lab closed after Tues. How to study for exam 4 Make lists for

More information

Earth Systems Standards

Earth Systems Standards Earth Systems Earth Systems Standards The Cobb Teaching and Learning Standards (CT & LS) for Science are designed to provide foundational knowledge and skills for all students to develop proficiency in

More information

High School Earth Science. High Science Strand 1: Earth s Place in the Universe

High School Earth Science. High Science Strand 1: Earth s Place in the Universe High Science Strand 1: Earth s Place in the Universe Code Proposed Standards Existing GLES HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion

More information

A Correlation and Narrative Summary of. Earth Science. Tennessee Academic Standards for Science Earth and Space Science

A Correlation and Narrative Summary of. Earth Science. Tennessee Academic Standards for Science Earth and Space Science A Correlation and Narrative Summary of 2017 To Tennessee Academic Standards for Science High School Pearson with Pearson Realize Tarbuck and Lutgens 2017 The Pearson Advantages: In the Pearson program

More information

Physical Geography A Living Planet

Physical Geography A Living Planet Physical Geography A Living Planet The geography and structure of the earth are continually being changed by internal forces, like plate tectonics, and external forces, like the weather. Iguaçu Falls at

More information

EARTH SCIENCE CP, GRADE

EARTH SCIENCE CP, GRADE EARTH SCIENCE CP, GRADE 9 2008 COURSE DESCRIPTION: This course will give students an understanding and appreciation of planet Earth and its relationships to the rest of the universe. Major topics covered

More information

Grades 9-12: Earth Sciences

Grades 9-12: Earth Sciences Grades 9-12: Earth Sciences Earth Sciences...1 Earth s Place in the Universe...1 Dynamic Earth Processes...2 Energy in the Earth System...2 Biogeochemical cycles...4 Structure and Composition of the Atmosphere...4

More information

1. The process by which the ocean floor sinks beneath a deep-ocean trench and back into the mantle is known as

1. The process by which the ocean floor sinks beneath a deep-ocean trench and back into the mantle is known as Sample questions 1. The process by which the ocean floor sinks beneath a deep-ocean trench and back into the mantle is known as b. continental drift c. subduction d. conduction 2. The transfer of thermal

More information

The Official CA State Science Education Standards for Earth Science K 8

The Official CA State Science Education Standards for Earth Science K 8 The Official CA State Science Education Standards for Earth Science K 8 Kindergarten The Earth is composed of land, air and water. As a basis for understanding this concept, students know: a. characteristics

More information

8 th Grade Earth Science Scope and Sequence

8 th Grade Earth Science Scope and Sequence 8 th Grade Earth Science Scope and Sequence 2016-2017 Unit One: Earth s Place in the Universe ESS1-HS-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra,

More information

3 rd Grade Math Earth Science

3 rd Grade Math Earth Science 3 rd Grade Math Earth Science 6 th Grade Earth Science Teaching & Learning Framework * Clarification statements not provided on framework Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1 6 weeks Rocks and

More information

HS.ESS1.C: The History of Planet Earth

HS.ESS1.C: The History of Planet Earth HS.PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other

More information

S6E1. Obtain, evaluate, and communicate information about current scientific views of the universe and how those views evolved. a.

S6E1. Obtain, evaluate, and communicate information about current scientific views of the universe and how those views evolved. a. S6E1. Obtain, evaluate, and communicate information about current scientific views of the universe and how those views evolved. a. Ask questions to determine changes in models of Earth s position in the

More information

Unit 4. Unit 8 3 weeks Solar Sys. & Universe Earth and Moon

Unit 4. Unit 8 3 weeks Solar Sys. & Universe Earth and Moon 6 th Grade Science 6 th Grade Earth Science Teaching & Learning Framework * Clarification statements not provided on framework Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1 Unit 2 4 weeks Unit 3 Unit

More information

Comprehensive Earth Science

Comprehensive Earth Science Comprehensive Earth Science COURSE DESCRIPTION: This course provides students with a comprehensive earth science curriculum, focusing on geology, oceanography, astronomy, weather, and climate. The program

More information

EARTH/SPACE SCIENCE. Earth Materials and Changes

EARTH/SPACE SCIENCE. Earth Materials and Changes EARTH/SPACE SCIENCE This Earth/Space science course is designed to continue student investigations of the earth sciences that began in grades K-8 while providing students the experiences and necessary

More information

A Correlation of. Earth Science. Tarbuck, Lutgens 14 th Edition, to the. Arizona Science Standards. Strand 6 - Earth and Space Science

A Correlation of. Earth Science. Tarbuck, Lutgens 14 th Edition, to the. Arizona Science Standards. Strand 6 - Earth and Space Science A Correlation of Tarbuck, Lutgens to the Strand 6 - Earth and Space Science , Strand 6 (Earth and Space Science) Introduction This documents demonstrates how, supports the Arizona Science Standards for

More information

High School Chemistry: Year at a Glance

High School Chemistry: Year at a Glance UNIT 1, STRUCTURE AND PRORTIES OF MATTER Instructional days: 40 Essential question: How can one explain the structure, properties, and interactions of matter? Unit abstract: Students are expected to develop

More information

TEST NAME:Geology part 1 TEST ID: GRADE:06 - Sixth Grade SUBJECT:Life and Physical Sciences TEST CATEGORY: My Classroom

TEST NAME:Geology part 1 TEST ID: GRADE:06 - Sixth Grade SUBJECT:Life and Physical Sciences TEST CATEGORY: My Classroom TEST NAME:Geology part 1 TEST ID:1542715 GRADE:06 - Sixth Grade SUBJECT:Life and Physical Sciences TEST CATEGORY: My Classroom Geology part 1 Page 1 of 6 Student: Class: Date: 1. The picture below shows

More information

The History of the Earth

The History of the Earth The History of the Earth We have talked about how the universe and sun formed, but what about the planets and moons? Review: Origin of the Universe The universe began about 13.7 billion years ago The Big

More information

Disciplinary Core List of Standards (NGSS) for 3-5 Earth Science Progression - 3-ESS2 Earth s Systems ESS2.D Weather and Climate -

Disciplinary Core List of Standards (NGSS) for 3-5 Earth Science Progression - 3-ESS2 Earth s Systems ESS2.D Weather and Climate - Disciplinary Core List of Standards (NGSS) for 3-5 Earth Science Progression - 3-ESS2 Earth s Systems ESS2.D Weather and Climate - Scientists record patterns of the weather across different times and areas

More information

Origin of solar system. Origin of solar system. Geology of the Hawaiian Islands. Any Questions? Class 2 15 January 2004

Origin of solar system. Origin of solar system. Geology of the Hawaiian Islands. Any Questions? Class 2 15 January 2004 Geology of the Hawaiian Islands Class 2 15 January 2004 Any Questions? Origin of solar system Pick a theory, any theory, but it must be consistent with these facts: Planets all revolve around the Sun in

More information

Any Questions? 99.9 % of mass is in the Sun; 99 % of angular momentum is in the planets. Planets in two groups:

Any Questions? 99.9 % of mass is in the Sun; 99 % of angular momentum is in the planets. Planets in two groups: Geology of the Hawaiian Islands Class 2 15 January 2004 Any Questions? Origin of solar system Pick a theory, any theory, but it must be consistent with these facts: Planets all revolve around the Sun in

More information

Earth and Space Science, Beginning with School Year (One Credit).

Earth and Space Science, Beginning with School Year (One Credit). 112.36. Earth and Space Science, Beginning with School Year 2010-2011 (One Credit). (c) Knowledge and skills. (1) Scientific processes. The student conducts laboratory and field investigations, for at

More information

Arizona Educator Proficiency Assessments (AEPA )

Arizona Educator Proficiency Assessments (AEPA ) Arizona Educator Proficiency Assessments (AEPA ) TEST OBJECTIVES January 2011 Subarea Range of Objectives Approximate Test Proportions I. Characteristics of Science 1 5 22% II. Origin and Evolution of

More information

Origins of Life: Teacher Packet

Origins of Life: Teacher Packet Origins of Life: Teacher Packet Compiled by: Morehead State University Star Theatre with help from Bethany DeMoss Table of Contents Table of Contents 1 Corresponding Standards 2 Vocabulary 5 How Big is

More information

Crosswalk of Georgia Performance Standards & Georgia Standards of Excellence GSE Implementation in Sixth Grade

Crosswalk of Georgia Performance Standards & Georgia Standards of Excellence GSE Implementation in Sixth Grade Implementation in 2017-18 S6E1. Students will explore current scientific views of the universe and how those views evolved. a. Relate the Nature of Science to the progression of basic historical scientific

More information

RAYMOND SIEVER Harvard University

RAYMOND SIEVER Harvard University E A R T H FOURTH EDITION FRANK PRESS National Academy of Sciences RAYMOND SIEVER Harvard University W. H. Freeman and Company New York Preface xiii Acknowledgments xviii PART I PROLOGUE CHAPTER 1 HISTORY

More information

CPO Science Middle School Earth Science Learning System Correlated to Ohio Science Academic Content Standards for Earth Science, grades 6-8

CPO Science Middle School Earth Science Learning System Correlated to Ohio Science Academic Content Standards for Earth Science, grades 6-8 CPO Science Middle School Earth Science Learning System Correlated to Ohio Science Academic Content Standards for Earth Science, grades 6-8 Earth and Space Science Benchmark A - Describe how the positions

More information

Grade 7 Science, Quarter 3, Unit 3.1. Space Science. Overview

Grade 7 Science, Quarter 3, Unit 3.1. Space Science. Overview Space Science Overview Number of instructional days: 20 (1 day = 50 minutes) Content to be learned Explain how technological advances have allowed scientists to re-evaluate or extend existing ideas about

More information

Pearson Earth Science

Pearson Earth Science A Correlation of Next Generation Earth and Space Science High School 2018 Pearson Education, Inc. or its affiliate(s). All rights reserved. An Correlation of 15e. 2018 NGSS High School Earth and Space

More information

TO GO TO ANY OF THE PAGES LISTED BELOW, CLICK ON ITS TITLE

TO GO TO ANY OF THE PAGES LISTED BELOW, CLICK ON ITS TITLE TO GO TO ANY OF THE PAGES LISTED BELOW, CLICK ON ITS TITLE CHAPTER 6 Plate Tectonics 1 6-1 What is continental drift? 2 6-2 Why is the seafloor spreading? 3 6-3 What evidence supports seafloor spreading?

More information

This document includes the following supporting documentation to accompany the Grade 5 NGSS Formative Assessments:

This document includes the following supporting documentation to accompany the Grade 5 NGSS Formative Assessments: Fluence Learning HS-Physics NGSS Formative Assessments - NGSS Bundles Supporting Documents This document includes the following supporting documentation to accompany the Grade 5 NGSS Formative Assessments:

More information

The Intersection of Measurement Model, Equating, and the Next Generation Science Standards Joseph A Martineau Senior Associate. Structure of the NGSS

The Intersection of Measurement Model, Equating, and the Next Generation Science Standards Joseph A Martineau Senior Associate. Structure of the NGSS The Intersection of Measurement Model, Equating, and the Next Generation Science Standards Joseph A Martineau Senior Associate Structure of the NGSS The Next Generation Science Standards (NGSS) are multidimensional

More information

Earth. Interior Crust Hydrosphere Atmosphere Magnetosphere Tides

Earth. Interior Crust Hydrosphere Atmosphere Magnetosphere Tides Earth Interior Crust Hydrosphere Atmosphere Magnetosphere Tides Semi-major Axis 1 A.U. Inclination 0 Orbital period 1.000 tropical year Orbital eccentricity 0.017 Rotational period 23 h 56 min 4.1 s Tilt

More information

Science 10 PROVINCIAL EXAM STUDY BOOKLET. Unit 4. Earth Science

Science 10 PROVINCIAL EXAM STUDY BOOKLET. Unit 4. Earth Science Science 10 PROVNCAL EXAM STUDY BOOKLET Unit 4 Earth Science Student nstructions 1. Ensure that you have blank paper and a Data Booklet. 2. Record all answers on a separate piece of paper. 3. Answer keys

More information

Science Colorado Sample Graduation Competencies and Evidence Outcomes

Science Colorado Sample Graduation Competencies and Evidence Outcomes Science Colorado Sample Graduation Competencies and Evidence Outcomes Science Graduation Competency 1 Physical Science Students know and understand common properties, forms, and changes in matter and energy.

More information

Crosscutting Concepts

Crosscutting Concepts Crosscutting Concepts Patterns Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. Patterns exist

More information

Chapter 2 Geography. Getting to know Earth

Chapter 2 Geography. Getting to know Earth Chapter 2 Geography Getting to know Earth Our Solar System Sun is at the center of our solar system Contains a lot of Mass» Mass gives the Sun gravitational pull» This keeps the planets in our solar system

More information

GEOLOGY CURRICULUM. Unit 1: Introduction to Geology

GEOLOGY CURRICULUM. Unit 1: Introduction to Geology Chariho Regional School District - Science Curriculum September, 2016 GEOLOGY CURRICULUM Unit 1: Introduction to Geology OVERVIEW Summary In this unit students will be introduced to the field of geology.

More information

Plate Tectonics Practice Test

Plate Tectonics Practice Test Plate Tectonics Practice Test 1. What is the main idea Alfred Wegner proposed in the Theory of Continental Drift that he published in 1915? a. The continents float on a liquid layer that allows them to

More information

Earth Science. Explain how Earth's biogeochemical cycles create a balance of materials. Examine the importance of biogeochemical cycles.

Earth Science. Explain how Earth's biogeochemical cycles create a balance of materials. Examine the importance of biogeochemical cycles. Unit 1: DYNAMIC STRUCTURE OF EARTH Introduction to Understand that earth science is based upon the four sciences of astronomy, geology, meteorology, and oceanography. Identify topics studied within the

More information

Earth & Space Curriculum Map. Timeframe Topic/Concepts/Standards Eligible Content Assessments Suggested Resources

Earth & Space Curriculum Map. Timeframe Topic/Concepts/Standards Eligible Content Assessments Suggested Resources 1 Timeframe Topic/Concepts/Standards Eligible Content Assessments Suggested Resources Marking Period 1 & 2 ESS Dynamics Geologic Processes Plate Tectonics Geologic History / Timescale Standards: 3.3.10.A1:

More information

The Earth in the Universe

The Earth in the Universe The Earth in the Universe (OCR) Evidence for the age of the Earth Scientists once thought that the Earth was only 6000 years old. Rocks have provided lots of evidence for the world being older. 1) Erosion

More information

Questions that science may help to answer. This module offers opportunities to develop mathematics skills. For example:

Questions that science may help to answer. This module offers opportunities to develop mathematics skills. For example: 3.3.1 Module P1: The Earth in the Universe Overview Scienti c discoveries in the solar system and beyond continue to inspire popular culture and affect our understanding of our place in the Universe. In

More information

Benchmark A: Describe how the positions and motions of the objects in the universe cause predictable and cyclic events.

Benchmark A: Describe how the positions and motions of the objects in the universe cause predictable and cyclic events. Earth and Space Sciences Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding

More information

Course Description. Course Objectives and Standards

Course Description. Course Objectives and Standards Earth and Space Science Curriculum Course Description Earth and Space Science 1 State # 3044 Grades offered: 10-12 Credits: A two credit course Prerequisite: none Counts as a Science Course for the General,

More information

Plate Tectonics Tutoiral. Questions. Teacher: Mrs. Zimmerman. Plate Tectonics and Mountains Practice Test

Plate Tectonics Tutoiral. Questions. Teacher: Mrs. Zimmerman. Plate Tectonics and Mountains Practice Test Teacher: Mrs. Zimmerman Print Close Plate Tectonics and Mountains Practice Test Plate Tectonics Tutoiral URL: http://www.hartrao.ac.za/geodesy/tectonics.html Questions 1. Fossils of organisms that lived

More information

5-ESS1-1 Earth's Place in the Universe

5-ESS1-1 Earth's Place in the Universe 5-ESS1-1 Earth's Place in the Universe 5-ESS1-1. Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth. [Assessment Boundary: Assessment

More information

ESS Mrs. Burkey FIRST SEMESTER STUDY GUIDE H/K

ESS Mrs. Burkey FIRST SEMESTER STUDY GUIDE H/K Name: Period: ESS Mrs. Burkey FIRST SEMESTER STUDY GUIDE H/K Answer the following questions on a separate sheet of paper and staple it to the back once you are done. If you still have the complete study

More information

1 Forces and Motion. 2 Forces at a Distance. 3 Energy Conversion. 4 Nuclear Processes. 5 Waves and Electromagnetic. Physics Course Map

1 Forces and Motion. 2 Forces at a Distance. 3 Energy Conversion. 4 Nuclear Processes. 5 Waves and Electromagnetic. Physics Course Map Physics 2018-19 Course Map Overview 1 Forces and Motion 2 Forces at a Distance 3 Energy Conversion 4 Nuclear Processes Students make predictions using Newton s Laws. Students mathematically describe how

More information

TAKE HOME EXAM 8R - Geology

TAKE HOME EXAM 8R - Geology Name Period Date TAKE HOME EXAM 8R - Geology PART 1 - Multiple Choice 1. A volcanic cone made up of alternating layers of lava and rock particles is a cone. a. cinder b. lava c. shield d. composite 2.

More information

2. Very generally, describe how the Milky Way Galaxy formed. (Words or labeled picture)

2. Very generally, describe how the Milky Way Galaxy formed. (Words or labeled picture) Potter Name: Date: Hour: Score: /11 Learning Check 2.1 LT 2.1 Galaxy Formation: I am able to describe the formation of the Milky Way Galaxy and our solar system and model earth s position in each. 1. Label

More information

Chapter 7 Earth Pearson Education, Inc.

Chapter 7 Earth Pearson Education, Inc. Chapter 7 Earth Units of Chapter 7 7.1 Overall Structure of Planet Earth 7.2 Earth s Atmosphere Why Is the Sky Blue? The Greenhouse Effect and Global Warming 7.3 Earth s Interior Radioactive Dating Units

More information

Ch 17 Plate Tectonics Big Idea: Most geologic activity occurs at the boundaries between plates.

Ch 17 Plate Tectonics Big Idea: Most geologic activity occurs at the boundaries between plates. Ch 17 Plate Tectonics Big Idea: Most geologic activity occurs at the boundaries between plates. 17.1 Drifting Continents 17.2 Seafloor Spreading 17.3 Plate Boundaries 17.4 Causes of Plate Motions Learning

More information

The Earth. February 26, 2013

The Earth. February 26, 2013 The Earth February 26, 2013 The Planets 2 How long ago did the solar system form? Definition: Cosmic Rays High-energy particles that constantly bombard objects in space Mostly they are hydrogen nuclei

More information

Version Date 6/26/17. Disciplinary Core Ideas (Framework)

Version Date 6/26/17. Disciplinary Core Ideas (Framework) 1 Earth Is Rock 1 What's the Story of This Place? Students consider the history of Earth and begin to think about rock and landforms as a source of for Earth s past. An Earth tour provides a sense of the

More information

Conceptual Understandings for K-2 Teachers

Conceptual Understandings for K-2 Teachers AFK12SE/NGSS Strand Disciplinary Core Ideas ESS1: Earth s Place in the Universe What is the universe, and what is Earth s place in it? ESS1. A: The Universe and Its Stars What is the universe, and what

More information

All instruction should be three-dimensional. NGSS Example Bundles. Page 1 of 14

All instruction should be three-dimensional. NGSS Example Bundles. Page 1 of 14 Middle School Topic Model Course II Bundle 3 Geologic Changes to the Earth This is the third bundle of the Middle School Topics Model Course II. Each bundle has connections to the other bundles in the

More information

UGRC 144 Science and Technology in Our Lives/Geohazards

UGRC 144 Science and Technology in Our Lives/Geohazards UGRC 144 Science and Technology in Our Lives/Geohazards Session 2 THE EARTH Lecturer: Dr. Patrick Asamoah Sakyi Department of Earth Science, UG Contact Information: pasakyi@ug.edu.gh College of Education

More information

Chapter 2: Physical Geography

Chapter 2: Physical Geography Chapter 2: Physical Geography Pg. 39-68 Learning Goals for Chp2: q q q q q Explain how the Earth moves in space and why seasons change. Outline the factors that influence climate and recognize different

More information

Geology: Earth and Space Science

Geology: Earth and Space Science Geology: Earth and Space Science Essential Questions: 1. How is science different from other disciplines in the way it approaches questions? 2. How do rocks and minerals cycle through our environment and

More information

Science 8 th Grade Scope and Sequence

Science 8 th Grade Scope and Sequence Sample Science 8 th Grade Science 8 th Grade Scope and Sequence August - October = ESS1: Earth s Place in the Universe Essential Questions: What is Earth s place in the Universe? What makes up our solar

More information

Continental Drift and Plate Tectonics

Continental Drift and Plate Tectonics Continental Drift and Plate Tectonics Continental Drift Wegener s continental drift hypothesis stated that the continents had once been joined to form a single supercontinent. Wegener proposed that the

More information

Plate Tectonics. Continental Drift Sea Floor Spreading Plate Boundaries

Plate Tectonics. Continental Drift Sea Floor Spreading Plate Boundaries Plate Tectonics Continental Drift Sea Floor Spreading Plate Boundaries Continental Drift 1915, Alfred Wegener - Pangea hypothesis: suggested Earth s continents were part of a large super-continent 200

More information

Student Outcomes (Objectives Skills/Verbs) Accurately measure using metric tools and units.

Student Outcomes (Objectives Skills/Verbs) Accurately measure using metric tools and units. Metric Measurements And Science Inquiry 6 weeks N.8.A.1 N.8.A.7 Science is a Discovery Process Why is it important that we use a standard system of measurement? Why is it important to collect accurate

More information

ASTRONOMY CURRICULUM Unit 1: Introduction to Astronomy

ASTRONOMY CURRICULUM Unit 1: Introduction to Astronomy Chariho Regional School District - Science Curriculum September, 2016 ASTRONOMY CURRICULUM Unit 1: Introduction to Astronomy OVERVIEW Summary Students will be introduced to the overarching concept of astronomy.

More information

Terrestrial Planets: The Earth as a Planet

Terrestrial Planets: The Earth as a Planet Terrestrial Planets: The Earth as a Planet In today s class, we want to look at those characteristics of the Earth that are also important in our understanding of the other terrestrial planets. This is

More information

8 th Grade Science Plate Tectonics and Topography Review

8 th Grade Science Plate Tectonics and Topography Review 8 th Grade Science Plate Tectonics and Topography Review #1 Scientists believe that the land masses of Earth were once joined together as one supercontinent called. A: Australia B: Wegner C: Pangaea D:

More information

SCI113: Earth Science

SCI113: Earth Science SCI113: Earth Science This course for students who have been introduced to Earth and Life Science topics in middle school focuses on topics in geology, oceanography, astronomy, weather, and climate. Students

More information