Tarbuck, Lutgens. Earth Science: For California. Boston: Pearson Prentice Hall, ISBN

Transcription

1 Earth Science A Academy of the Inland Empire Grade level: 9-12 Credit value: 5 credits Required Texts/Readings Textbook Tarbuck, Lutgens. Earth Science: For California. Boston: Pearson Prentice Hall, ISBN Course Description In this course you will learn about the materials that make up the earth, how the earth is sculpted, the forces within the earth and California s natural resources and hazards. You will be using the Earth Science: for California text book published by Prentice Hall. This course will provide you with 5 physical science credits. This a perfect course for those going to community college or planning on entering the work force upon High School graduation. If planning on attending a University directly after High School graduation understand that most universities do not recognize Earth Science as a lab science and you will have to take an additional science class to meet that requirement.!

2 Standard: Earth s place in the Universe 1a & 1b Explain how evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago. Lesson 1.1 What is Earth Science? (page 2-5) Vocabulary: geology, oceanography, astronomy, core, mantle, crust (page 5) Answer Section 1.1 Assessment Questions # 1-5. Standard: Structure and Composition of the Atmosphere 8a Diagram the thermal structure and chemical composition of the atmosphere. CCSS.ELA-Literacy.RST Analyze the structure of the relationships among concepts in a text, including relationships among key terms(e.g., force, friction, reaction, force, energy). Standard: Earth s place in the Universe 1d Describe the evidence indicating that the planets are much closer to earth than the stars are. Lesson 1.2 A View of the Earth? (page 7-10) Lesson 1.3 Representing Earth s Surface (page 11-17) (page 10) Answer Section 1.2 Assessment Questions # 1-6. (page 8) Using Figure 6, make a poster showing Earth s layers include labels. (page 17) Answer Section 1.2 Assessment Questions # 1-6. (page 11) Using figure 8, answer questions: What is the latitude and longitude of point D? What major city is near point D? Standard: Energy in the Earth System 4a Compare the relative amount of incoming solar energy with Earth s internal energy and the energy used by society. Lesson 1.4 Earth System Science (page18-22) (page 22) Answer Section 1.4 Assessment Questions # 1-5.!

3 Lesson 1.5 What is Scientific Inquiry? (page 23-24) (page 24) Answer Section 1.5 Assessment Questions # 1-5. CCSS.ELA-Literacyt.RST Compare and contrast findings presented in text to those from other sources(including their own experiments), noting the findings support or contradict previous explanations or accounts. Standard: 1a, 1b, 1d, 8a, 4a & IE 1d 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Understanding Earth: Studying Earth from Space (page 25) Test taking tips (page 31) (page 25) Answer questions: What do you think this image would look like in true color? Based on the information given on what the colors indicate, what is the composition of the most distant mountains in the image? (page 31) Complete standardized test prep.!

4 Standard: Investigation and Experimentation 1l Analyze situations and solve problems that require combining and applying concepts from more than one area of science. Lesson 2.2 Minerals (page 44-49) Vocabulary: mineral, cleavage, fracture, streak, luster, crystal form (page 49) Answer Section 2.2 Assessment Questions #1-7. Standard: Investigation and Experimentation 1l Analyze situations and solve problems that require combining and applying concepts from more than one area of science. Lesson 2.3 Properties of Minerals (page 50-55) (page 55).Answer Section 2.3 Assessment Questions #1-6. Standard: Dynamic Earth Process 3c Explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. CCSS.ELA-Literacy.RST Analyze the structure of the relationships among concepts in a text, including relationships among key terms(e.g., force, friction, reaction, force, energy). CCSS.ELA-Literacy.RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Lesson 3.1 The Rock Cycle (page 66-69) Vocabulary: magma, lava, igneous rock, sediment, sedimentary rock, metamorphic rock. (page 69) Answer Section 3.1 Assessment Questions #1-5. (page 67) Using Figure 2, draw and label the rock cycle. (page 67) Answer questions: What processes form sedimentary rocks? What possible changes might a sedimentary rock undergo? What type of rock is formed by cooling magma or lave? What happens to igneous rock that is weathered?!

5 Standard: Dynamic Earth Process 3c Explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. CCSS.ELA-Literacy.RST Translate quantitative or technical information expressed in words in a text into a visual form(e.g., a table or chart) and translate information expressed visually or mathematically(e.g., in an equation) into words. Standard: Dynamic Earth Process 3c Explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. CCSS.ELA-Literacy.RST Translate quantitative or technical information expressed in words in a text into a visual form(e.g., a table or chart) and translate information expressed visually or mathematically(e.g., in an equation) into words. Standard: Dynamic Earth Process 3c Explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. Standard: Investigation and Experimentation 1k Recognize the cumulative nature of scientific evidence Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Lesson 3.2 Igneous Rocks (page 70-74) Lesson 3.3 Sedimentary Rocks (page 75-79) Lesson 3.4 Metamorphic rocks (page 80-84) (page 74) Answer Section 3.2 Assessment Questions # 1-5. (page 74) Using Table 1, answer questions: Which rocks have the highest percentage of dark minerals? What is a coarse-grained basaltic rock? What minerals are in granite? (page 79) Answer Section 3.2 Assessment Questions # 1-6. (Page 79) Using Table 2, answer questions: How does the texture of gravel compare with that of sand? What type of detrital sedimentary rock has a very fine texture? What is the chemical composition of chalk? Which chemical sedimentary rock is made up of halite? (page 84) Answer Section 3.2 Assessment Questions # 1-5. (Page 84) Using Table 3, answer questions: What is the parent rock of schist? Which has undergone more intense metamorphism, slate or gneiss? Explain your answer.!

6 Standard: Earth s Place in the Universe 1c Describe how evidence from geological studies of Earth and other planets suggest that the early earth was very different from earth today Standard: Investigation and Experimentation 1f Distinguish between hypothesis and theory as scientific terms. Lesson 9.1 Continental Drift (page ) Vocabulary: Pangaea, continental drift, divergent plate boundary, convergent plate boundary, transform plate boundary, seafloor spreading used in a specific scientific or technical context relevant Standard: Dynamic Earth 3b Describe the principal structures that form at the three different kinds of plate boundaries. Standard: Investigation and Experimentation 1l Analyze situations and solve problems that require combining and applying concepts from more than one area of science Standard: Dynamic Earth 3a Describe the features of the ocean floor (magnetic patterns, age and sea-floor topography) and provide evidence of plate tectonics. Standard: Dynamic Earth 3b Describe the principal structures that form at the three different kinds of plate boundaries. CCSS.ELA-Literacy.RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. CCSS.ELA-Literacy.RST Translate quantitative or technical information expressed in words in a text into a visual form(e.g., a table or chart) and translate information expressed visually or mathematically into words. Lesson 9.2 Plate Tectonics (page ) Lesson 9.3 Action at Plate Boundaries (page ) (page 253) Answer Section 9.1 Assessment Questions # 1-4. (page 257) Answer Section 9.2 Assessment Questions # 1-3. (page 264) Answer section 9.3 Assessment Questions # 1-4. (page 259) Using Figure 9, answer questions: What happens to the rising magma in the diagram? Why is this process called seafloor spreading? (Page 261) Using Figure 11, answer questions: Which plate is subdutced? Which plate floats? Why do the two plates in the diagram always move the way they do?!

7 Standard: Dynamic Earth 3a Describe the features of the ocean floor (magnetic patterns, age and sea-floor topography) and provide evidence of plate tectonics. Standard: Dynamic Earth 3d Explain why and how earthquakes occur and the scales used to measure their intensity and magnitude. Lesson 9.4 Testing Plate Tectonics (page ) (page 268) Answer Section 9.4 Assessment Questions # 1-4. Standard: Dynamic Earth 3f Describe the explanation for the location and properties of volcanoes that are due to hot spots and the explanation for those that are due to subduction. Standard: 1c, 3a, 3b, 3d and 3f 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Lesson 9.5 Mechanism of Plate Motion (page ) Test Taking Tips (page 277) (page 270) Answer Section 9.5 Assessment Questions # 1-3. (page 277) Complete standardized test prep.!

8 Standard: Dynamic Earth 3b Describe the principal structures that form at the three different kinds of plate boundaries. used in a specific scientific or technical context relevant Standard: Dynamic Earth 3c Explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. Standard: Dynamic Earth 3e Describe the two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes. Standard: Dynamic Earth 3b Describe the principal structures that form at the three different kinds of plate boundaries. used in a specific scientific or technical context relevant CCSS.ELA-Literacy.RST Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem. Lesson 11.3 Mountain Formation (page ) The San Andreas Fault System (page 325) Lesson 10.1 The Nature of Volcanic Eruptions (page ) Vocabulary: folded mountain, anticline, syncline, fault-block mountain, terrane, isostacy (page 324) Answer section 9.4 assessment questions # 1-4. (page 325) Answer questions: What will eventually happen to southwestern California if present movements continue? What type of plate boundary is the San Andreas Fault? Vocabulary: vent, shield volcano, cinder cone, composite cone, caldera, mantle plume (page 288) Answer Section 9.4 Assessment Questions # 1-3. (page 283) Using Figure 3 answer the question: Why do you think the term parasitic cone is given to this feature in the diagram? (page 284) Using Figure 4, answer questions: Why might photographs of shield volcanoes make them look not as tall as they really are? How would you describe the viscosity of the lava at a shield volcano?!

9 Standard: Dynamic Earth 3f Explain the location and properties of volcanoes that are due to hot spots and the explanation for those that are due to subduction. Lesson 10.3 Plate Tectonics and Igneous Activity (page ) (page 295) Answer Section 10.3 Assessment Questions # 1-4. (page 299) Complete Assessment Questions # 2-5. Standard: 3b, 3c, 3e and 3f 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Test Taking Tips (page 305) (page 305) Complete standardized test prep.!

10 Standard: Investigation and Experimentation 1i Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). Standard: Investigation and Experimentation 1i Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). Standard: Investigation and Experimentation 1i Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). Standard: Investigation and Experimentation 1i Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). Lesson 12.1 Discovering the Earth s History (page ) Lesson 12.2 Fossils: Evidence of Past Life (page ) Lesson 12.3 Dating with Radioactivity (page ) Lesson 12.4 Geologic Time Scale (page ) Vocabulary: Law of Superposition, Principle of Original Horizontality, Principle of Cross-Cutting Relationships, fossil, index fossil, geologic time scale (page 342) Answer Section 12.1 Assessment Questions #1-6. (page 346) Answer Section 12.2 Assessment Questions # 1-3. (page 350) Answer Section 12.3 Assessment Questions # 1-4. (page 355) Answer Section 12.4 Assessment Questions # 1-5. Standard: IE 1i 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Test Taking Tips (page 361) (page 361) Complete standardized test prep.

11 Standard: Earth s Place in the Universe 1c Describe the evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today. Standard: Structure and composition of the Atmosphere 8b Explain how the composition of Earth s atmosphere has evolved over geologic time and know the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmospheric oxygen. Standard: Earth s Place in the Universe 1f Describe the evidence for the dramatic effects that asteroid impacts have had in shaping the surface of planets and their moos and in mass extinctions of life on Earth. Standard: Earth s Place in the Universe 1d Describe the evidence indicating that the planets are much closer to Earth than the stars are. Standard: Investigation and experimentation 1n Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets). Lesson 13.1 Precambrian Time: Vast and Puzzling (page ) Lesson 13.4 Cenozoic Era: Age of Mammals (page ) Lesson 22.1 Early Astronomy (page ) Vocabulary: stromatolites, dinosaur, gymnosperm, mammal, angiosperm, Mesozoic (page 368) Answer Section 13.1 Assessment Questions # 1-5. (page 366) Answer questions: How is today s atmosphere similar to earth s original atmosphere? How is today s atmosphere different from Earth s original atmosphere? (page 388) Answer Section 13.4 Assessment Questions # 1-4. Vocabulary: astronomy, geocentric, heliocentric, ellipse, retrograde motion, astronomical unit (page 621) Answer Section 22.1 Assessment Questions # 1-4.!!

12 Standard: Earth s place in the Universe 1a Describe how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. Standard: Earth s place in the Universe 1b Explain how evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago. Lesson 23.1 The Solar System (page ) Vocabulary: terrestrial planet, Jovian planet, nebula, planetesimal, asteroid, comet (page 648) Answer Section 23.1 Assessment Questions # 1-5. Standard: Earth s place in the Universe 1a Describe how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Standard: Earth s place in the Universe 1a Describe how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. Standard: Earth s place in the Universe 1b Explain how evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago. Standard: Earth s place in the Universe 1f Describe the evidence for the dramatic effects that asteroid impacts have had in shaping the surface of planets and their moons and in mass extinctions of life on Earth. used in a specific scientific or technical context, Lesson 23.2 The Terrestrial Planets (page ) Lesson 23.3 The Outer Planets (page ) Lesson 23.4 Minor Members of the Solar System (page ) (page 653) Answer Section 23.2 Assessment Questions # 1-4. (page 653) Answer Section 23.2 Assessment Questions # 1-5. (page 665) Answer Section 23.4 Assessment Questions # 1-4.

13 Standard: Earth s place in the Universe 1f Describe the evidence for the dramatic effects that asteroid impacts have had in shaping the surface of planets and their moons and in mass extinctions of life on Earth. CCSS.ELA-Literacy.RST Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Is Earth on a Collision Course (page 665) (page 665) Write a paragraph summary of the article. Standard: 1a, 1b and 1f 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Standard: Investigation and experimentation 1a Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. Standard: Earth s Place in the Universe 2d Describe how stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Standard: Earth s Place in the Universe 1e Describe how the Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. Standard: 1a, 1e and 2d 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Test Taking Tips (page 671) Lesson 24.1 The Study of Light (page ) Lesson 24.2 Tools for Studying Space (page ) Lesson 24.3 The Sun (page ) Test Taking Tips (page 697) (page 671) Complete standardized test prep. Vocabulary: electromagnetic spectrum, photon, refracting telescope, chromatic aberration, reflecting telescope, radio telescope (page 677) Answer Section 23.4 Assessment Questions # 1-4. (page 683) Answer Section 24.2 Assessment Questions # 1-5. (page 690) Answer Section 24.3 Assessment Questions # 1-6. (page 697) Complete standardized test prep.

14 Standard: Earth s Place in the Universe 2d Describe how stars differ in their life cycles and that visual, radio, and x-ray telescopes may be used to collect data that reveal those differences. Lesson 25.1 Properties of Stars (page ) Vocabulary: constellation, binary star, red giant, white dwarf, galaxy, big bang theory (page 706) Answer Section 25.1 Assessment Questions # 1-5. Standard: Earth s Place in the Universe 2c Describe the evidence indicating that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars. Standard: Earth s Place in the Universe 2d Describe how stars differ in their life cycles and that visual, radio, and x-ray telescopes may be used to collect data that reveal those differences. Standard: Earth s Place in the Universe 2a Describe how the solar system is located in an outer edge of the disc-shaped Milky Way galaxy, which spans 100,000 light years. Standard: Earth s Place in the Universe 2b Describe how galaxies are made of billions of stars and comprise most of the visible mass of the universe. Lesson 25.2 Stellar Evolution (page ) Lesson 25.3 The Universe (page ) (page 714) Answer Section 25.2 Assessment Questions # 1-4. (page 721) Answer Section 25.3 Assessment Questions # 1-5.

15 Earth Science B Academy of the Inland Empire Grade level: 9-12 Credit value: 5 credits Required Texts/Readings Textbook Tarbuck, Lutgens. Earth Science: For California. Boston: Pearson Prentice Hall, ISBN Course Description In this course you will learn about the materials that make up the earth, how the earth is sculpted, the forces within the earth and California s natural resources and hazards. You will be using the Earth Science: for California text book published by Prentice Hall. This course will provide you with 5 physical science credits. This a perfect course for those going to community college or planning on entering the work force upon High School graduation. If planning on attending a University directly after High School graduation understand that most universities do not recognize Earth Science as a lab science and you will have to take an additional science class to meet that requirement.

16 Standard: Biogeochemical Cycles 7a Analyze the carbon cycle of photosynthesis and respiration and the nitrogen cycle. CCSS.ELA-Literacy.RST Translate quantitative or technical information expressed in words in a text into a visual form(e.g., a table or chart) and translate information expressed visually or mathematically(e.g., in an equation) into words. Lesson 5.1 Weathering (page ) Lesson 5.2 Soil (page ) Vocabulary: mechanical weathering, talus, exfoliation, rockfall, soil horizon, mud flow (page 133) Using the Reading Strategy box at the top of the page, complete the table. (page 142) Answer Section 5.2 Assessment Questions #1-3. Standard: California Geology 9b Explain the principal natural hazards in different California regions and the geologic basis for those hazards. CCSS.ELA-Literacyt.RST Compare and contrast findings presented in text to those from other sources(including their own experiments), noting the findings support or contradict previous explanations or accounts Lesson 5.3 Mass Movement (page ) Soil (page ) c841b d785/ Mass Wasting Watch the video, then answer the question: What are three examples of mass wasting that were shown in the video? (page 149) Answer Assessment Questions # 2-5. Standard: 7a, 9b & IE 1d 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Test taking tips (page 31) (page 31) Complete standardized test prep.

17 CCSS.ELA-Literacy.RST Analyze the structure of the relationships among concepts in a text, including relationships among key terms(e.g., force, friction, reaction, force, energy). Standard: California Geology 9c Explain the importance of water to society, the origins of California s fresh water, and the relationship between supply and need. CCSS.ELA-Literacy.RST Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Standard: 9c & IE 1d 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Lesson 6.1 Running Water (page ) Lesson 6.2 Work of Streams (page ) Lesson 6.3 Water Beneath the Surface (page ) The Ogalla Aquifer (page 180) Test taking tips (page 185) Vocabulary: stream channel, meander, delta, flood plain, spring, cavern (page 159) Using Figure 2, create and label a diagram of the water cycle. (page 159) Answer the question: In which three ways does precipitation return to the oceans? (page 170) Answer 6.2 Section Assessment Questions #1-5. (page 180) Answer the following questions: What is the source of the groundwater? How is groundwater used by people in the region? How are they accessing it? Is the water table in danger of becoming low? (page 185) Complete standardized test prep.

18 Standard: Investigation and Experimentation 1c Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena Lesson 7.1 Glaciers (page ) Vocabulary: ice age, glacier, snowline, moraine, playa lake, dune CCSS.ELA-Literacy.RST Analyze the structure of the relationships among concepts in a text, including relationships among key terms(e.g., force, friction, reaction, force, energy). Standard: Investigation and Experimentation 1c Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena CCSS.ELA-Literacy.RST Analyze the structure of the relationships among concepts in a text, including relationships among key terms(e.g., force, friction, reaction, force, energy). Standard: IE 1c, 1d 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Lesson 7.2 Deserts (page ) Lesson 7.3 Landscapes Shaped by Wind (page ) Erosion (page ) Test taking tips (page 185) (page 201) Using Figure 16, answer the following questions: When rain falls at the top of these barren mountains, what will it look like when it reaches the bottom? What happens to the sediment when the water reaches the gentle slopes at the bottom? (page 202) Answer Section 7.2 Section Assessment Questions #1-4. (page 206) Using Figure 22: Draw a sand dune that forms from wind-blown in a single direction. Draw a sand dune that forms from the wind blown in multiple directions. (page 207) Answer Section 7.3 Assessment Questions # 1-5. (Page 209) Answer Assessment Questions # 2-5. (Page 185) Complete standardized test prep.

19 Standard: California Geology 9a Explain the resources of major economic importance in California and their relation to California s geology. CCSS.ELA-Literacy.RST Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem. Standard: Structure and Composition of the Atmosphere 8c Describe the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities. CCSS.ELA-Literacy.RST Translate quantitative or technical information expressed in words in a text into a visual form(e.g., a table or chart) and translate information expressed visually or mathematically(e.g., in an equation) into words. Lesson 4.1 Energy and Mineral Resources (page ) Lesson 4.2 Alternate Energy Sources (page ) Lesson 4.3 Water, Air, and Land Resources (page ) Lesson 4.4 Protecting Resources (page ) Vocabulary: renewable resource, nonrenewable resource, fossil fuel, hydroelectric power, compost, recycling (101) Answer Section 4.1 Assessment Questions # E8Q-ncKzc Chevron Tests Solar Technologies Watch the video then answer the question: What are some of the advantages of using solar energy? (page 107) Answer Section 4.2 Assessment Questions # 1-6 (page 112) Answer Section 4.3 Assessment Questions # 1-6. (page 113) Using the Reading Strategy box at the top of the page, complete the table. (page 116) Answer Section 4.4 Assessment Questions # 1-6.

20 Standard: California Geology 9a Explain the resources of major economic importance in California and their relation to California s geology. Lesson 13A.1 California s Mineral, Energy, and Soil Resources (Page CA 4 CA 12) Vocabulary: source rock, reservoir rock, desalinization, aqueduct, seismic shaking, volcanic field (page CA 4) Using the Reading Strategy box at the top of the page, complete the table. (page CA 11) Answer Section 13A.1 Assessment Questions # 1-4. CCSS,ELA-Literacy.RST Translate quantitative or technical information expressed in words in a text into a visual form(e.g., a table or chart) and translate information expressed visually or mathematically(e.g., in an equation) into words. Standard: California Geology 9c Explain the importance of water to society, the origins of California s fresh water, and the relationship between supply and need Standard: California Geology 9b Describe the natural hazards in different California regions and the geologic basis of those hazards. CCSS.ELA-Literacy.RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Standard: 9a, 9b, 9c, and 9d 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Lesson 13A.2 California s Water Resources (page CA 13 CA 19) Lesson 13A.3 California s Natural Hazards (page CA 20 CA 26) Test taking tips (page CA 33) 3gpMUFPpU Construction of the Colorado River Aqueduct to Southern California Watch the video then answer the question: What is the name of the water district that serves the Inland Empire? (page CA 19) Answer Section 13A.2 Assessment Questions # mabY California Landslide Crumbles Luxury Homes 1967 Newsreel Watch the video then answer the question: Describe what happened in the video and why it occurred. (page CA 26) Answer Section 13A.3 Assessment Questions # 1-6. Complete standardized test prep (page CA 33).

21 Standard: Dynamic Earth Processes 3a Describe the features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics. Lesson 14.1 The Vast World Ocean (page ) Vocabulary: sonar, submersible, continental slope, submarine canyon, sea mounts, mid-ocean ridge. (page 400) Answer Section 14.1 Assessment Questions # 1-8. Standard: Dynamic Earth Processes 3a Describe the features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics. CCSS.ELA-Literacy.RST Translate quantitative or technical information expressed in words in a text into a visual form(e.g., a table or chart) and translate information expressed visually or mathematically(e.g., in an equation) into words. Standard: Investigation and Experimentation 1i Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). CCSS.ELA-Literacy.RST Translate quantitative or technical information expressed in words in a text into a visual form(e.g., a table or chart) and translate information expressed visually or mathematically(e.g., in an equation) into words. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Standard: 3a & IE 1i, 1d 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Lesson 14.2 Ocean Floor Features (page ) Lesson 14.3 Seafloor Sediments (page ) Lesson 14.4 Resources from the Seafloor (page ) Test taking tips (page 419) (page 402) Using Figure 7, draw and label a diagram of the continental margin. (page 407) Using the Reading Strategy box at the top of the page, complete the table. (page 409) Answer Section 14.3 Assessment Questions # 1-6. (page 413) Answer Section 14.4 Assessment Questions # 1 8. (page 419) Complete standardized test prep.

22 Standard: Energy in the Earth System 5d Describe the properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographical distribution of marine organisms. Lesson 15.1 The Composition of Seawater (page ) Vocabulary: thermocline, plankton, nekton, benthos, photic zone, food chain (page 427) Answer Section 15.1 Assessment Questions # 1-8. Standard: Energy in the Earth System 5d Describe the properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographical distribution of marine organisms. CCSS.ELA-Literacy.RST Translate quantitative or technical information expressed in words in a text into a visual form(e.g., a table or chart) and translate information expressed visually or mathematically(e.g., in an equation) into words. Standard: 5d & IE 1d 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Lesson 15.2 The Diversity of Ocean Life (page ) Lesson 15.3 Ocean Productivity (page ) Ocean Life (page ) Test taking tips (page 445) (page 432) Answer Section 15.2 Assessment Questions # 1-7. (page 433) Using the Reading Strategy box at the top of the page, complete the table. (page 439) Answer Assessment Questions # 2 5. (page 445) Complete standardized test prep.!!

23 Standard: Structure and Composition of the Atmosphere 8a Describe the thermal structure and chemical structure of the atmosphere. Standard: Structure and Composition of the Atmosphere 8c Explain the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities. Lesson 17.1 Atmospheric Characteristic s (page ) Vocabulary: ozone, heat, conduction, convection, radiation, reflection (page 482) Answer Section 17.1 Assessment Questions # 1-5. Standard: Energy in the Earth System 4b Explain the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis. Standard: Energy in the Earth System 6a Describe the how weather (in the short run), and the climate (in the long run) involves the transfer of energy into and out of the atmosphere. Standard: Structure and Composition of the Atmosphere 8c Explain the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities. Standard: 4b, 6a, 8a, and 8c 0 science/technical texts in the grades 9-10 text complexity band independently and proficiently. Lesson 17.2 Heating the Atmosphere (page ) Lesson 17.3 Temperature and Controls (page ) Test taking tips (page 501) (page 487) Answer Section 17.2 Assessment Questions # 1-5. (page 493) Answer Section 17.3 Assessment Questions # 1-5. (Page 501) Complete standardized test prep.

24 Standard: Energy in the Earth System 6a Describe the how weather (in the short run), and the climate (in the long run) involves the transfer of energy into and out of the atmosphere. Standard: Energy in the Earth System 6b Explain the effects of climate on latitude, elevation, topography, and proximity to large bodies of water and the cold or warm ocean currents. CCSS.ELA-Literacy.RST Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Lesson 21.1 Factors the Affect Climate (page ) Vocabulary: tropical zone, temperate zone, polar zone, subarctic climate, greenhouse effect, global warming (page 588) Using the Reading Strategy box at the top of the page, complete the table. CCSS.ELA-Literacy.RST Translate quantitative or technical information expressed in words in a text into a visual form(e.g., a table or chart) and translate information expressed visually or mathematically(e.g., in an equation) into words. Standard: Energy in the Earth System 5a Describe how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. Standard: Energy in the Earth System 6b Explain the effects of climate on latitude, elevation, topography, and proximity to large bodies of water and the cold or warm ocean currents. Standard: Energy in the Earth System 4c Describe the different atmospheric gases that absorb the Earth s thermal radiation and the mechanism and significance of the greenhouse effect. Standard: Energy in the Earth System 6c Explain how Earth s climate has changed over time, corresponding to changes in Earth s geography, atmospheric composition, and other factors, such as solar radiation and plate movement. Lesson 21.2 World Climates (page ) Lesson 21.3 Climate Change (page ) Coniferous Forests (page ) (page 599) Answer Section 21.2 Assessment Questions # 1-6. (Page 603) Answer Section 21.3 Assessment Questions # 1-4. (Page 605) Answer Assessment Questions #2-5.

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