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 demonstrate Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun s core to release energy that eventually reaches Earth in the form of radiation. HS-ESS1-2 Students who demonstrate Develop models to describe the sun s place in relation Milky Way galaxy and the distribution of galaxies and galaxy clusters in the Universe. HS-ESS1-3 Students who demonstrate Communicate scientific ideas about the way stars, over their life cycle, produce elements. HS-ESS1-4 Students who demonstrate Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. HS-ESS1-5 Students who demonstrate Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. HS-ESS1-6 Students who demonstrate Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth s formation and early history. SE: Supporting content: Lesson 24.2, Stellar Evolution, Life span of the sun, p. 727; Lesson 23.7, The Source of Solar Energy, Nuclear fusion in the sun s core, pp. 714-715 SE: Supporting content: Lesson 24.6 Galaxies and Galactic Clusters, pp. 731, 734-736; GEOgraphics: The Milky Way, pp. 732-733 SE: Lesson 24.4, Stellar Evolution, under Protostar Stage, the way stars produce the elements, p. 727 and Red Giant Stage pp. 727-728 SE: Lesson 21.2, The Birth of Modern Astronomy, Orbiting objects in the solar system, pp. 640-649; Lesson 21.4, The Motions of Earth, pp. 653-655; and Lesson 21.5, Motion of the Earth-Moon System, pp. 655-657 SE: Lesson 7.9, Testing the Plate Tectonics Model, Evidence of the movements of continental and oceanic crust, pp. 229-234; Lesson 7.10, How Is Plate Motion Measured? pp. 234-236 SE: Lesson 12.2, Birth of a Planet, The early history of Earth, pp. 377-379; Lesson 12.3, Origin and Evolution of the Atmosphere and Oceans, pp. 379-381; Lesson 12.4, Precambrian History: The formation of Earth s continents, pp. 381-386; Lesson 22.5, Small Solar System Bodies, under Types of Meteorites Evidence from meteorites, pp. 688-639; Lesson 22.3, Terrestrial Planets, Evidence from the surfaces of other planets, pp. 672-676 2
A Correlation of, HS-ESS2 Earth s Systems HS-ESS2-1 Students who demonstrate 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. HS-ESS2-2 Students who demonstrate Analyze geoscience data to make the claim that one change to Earth s surface can create feedbacks and interactions that cause changes to other Earth s systems. SE: Supporting content: Lesson 1.6, The Face of Earth, The continental and ocean floor features, pp. 22-26; Lesson 4.2, Weathering, The processes that formed these features, pp. 97-101; Lesson 7.5, Divergent Plate Boundaries and Seafloor Spreading, on pp. 218-221; Lesson 7.6, Convergent Plate Boundaries and subduction, on pp. 221-224; Lesson 7.7, Transformation Plate Boundaries, on pp. 225-226; Lesson 7.8, How Do Plates and Plate Boundaries Change?, on pp. 227-229; Lesson 8.4, Earthquake Destruction, pp. 256-260; Lesson 9.4, Anatomy of a Volcano, pp. 284-286; Lesson 9.5, Shield Volcanoes, pp. 286-287; Lesson 9.6, Cinder Cones, pp. 290-291; Composite Volcanoes, pp. 291, 293; Lesson 9.9, Other Volcanic Landforms, pp. 297-301; Lesson 9.10, Intrusive Igneous Activity, pp. 301-304; Lesson 10.1, Crustal Deformation, pp. 318-320; Lesson 10.2, Folds: Rock Structures Formed by Ductile Deformation, pp. 321-324; Lesson 10.3, Faults and Joints: Rock Structures Formed by Brittle Deformation, pp. 325-328; Lesson 10.4, Mountain Building, pp. 329-332; Lesson 10.6, Collisional Mountain Belts, pp. 332-337; Lesson 10.7, What Causes Earth s Varied Topography?, pp. 337-341 SE: Lesson 7.1, Earth as a System, pp. 26-28; Lesson 8.1, What is an Earthquake, Feedback in Earth Systems, pp. 246-250; Lesson 10.7, What Causes Earth s Varied Topography?, under The Principle of Isostasy on pp. 340-341; Lesson 12.1, Is Earth Unique? under The Right Time on p. 375; Lesson 14.4, Ocean Productivity, pp. 445-447; Lesson 16.2, Composition of the Atmosphere, under Carbon Dioxide (CO 2 ) on pp. 488-489; Lesson 20.9, Climate Feedback Mechanisms, pp. 628-629; Lesson 20.11, Some Possible Consequences of Global Warming, pp. 630-633 3
A Correlation of, HS-ESS2-3 Students who demonstrate Develop a model based on evidence of Earth s interior to describe the cycling of matter by thermal convection. HS-ESS2-4 Students who demonstrate Analyze and interpret data to explore how variations in the flow of energy into and out of Earth s systems result in changes in atmosphere and climate. HS-ESS2-5 Students who demonstrate Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. HS-ESS2-6 Students who demonstrate Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. SE: Supporting content: Lesson 1.5, A Closer Look at the Geosphere, under Earth s Internal Structure, The structure of Earth s interior, pp. 18-20; Lesson 8.7, Earth s Interior, pp. 269-271; Lesson 7.11, What Drives Plate Motions?, Thermal convection in the interior, pp. 236-238 SE: Figure 20.1, Earth s Climate System, Lesson 20.1, The Climate System, pp. 608-609; Lesson 20.8, Human Impact on Global Climate, Changes in climate due to variation in the flow of energy, pp. 623-328; Lesson 20.9, Climate-Feedback Mechanisms, pp. 628-629; Lesson 20.10, How Aerosols Influence Climate, pp. 629-630 SE: Lesson 5.1, Earth as a System: The Hydrological Cycle, The properties of water, pp. 132-133; Lesson 5.2, Running Water, The effects of water, pp. 133-136; Lesson 5.3, Streamflow, pp. 136-138; Lesson 5.4, The Work of Running Water, pp. 138-141; Lesson 5.5, Stream Channels, pp. 141-143; Lesson 5.6, Shaping Stream Valleys, pp. 144-146; Lesson 5.7, Depositional Landforms, pp. 147-149; Lesson 5.12, The Geological Work of Groundwater, pp. 162-164; Lesson 6.1, Glaciers and the Earth System, pp. 172-173; Lesson 6.2, How Glaciers Move, pp. 175-179; Lesson 6.3, Glacial Erosion, pp. 179-182; Lesson 6.4, Glacial Deposits, pp. 183-187; Lesson 6.5, Other Effects of Ice Age Glaciers, pp. 187-189 SE: Supporting content: Lesson 1.4, Earth s Spheres, pp. 14-17, Lesson 20.8, Human Impact on Global Climate, pp. 623-624 4
A Correlation of, HS-ESS2-7 Students who demonstrate Construct an argument based on evidence about the simultaneous co-evolution of Earth s systems and life on Earth. HS-ESS3 Earth and Human Activities HS-ESS3-1 Students who demonstrate Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. HS-ESS3-2 Students who demonstrate Evaluate competing design solutions for developing, managing, and utilizing natural resources based on cost-benefit ratios.* HS-ESS3-5 Students who demonstrate Construct a scientific explanation from evidence for how geological processes lead to uneven distribution of natural resources. SE: Lesson 12.3, Origin and Evolution of the Atmosphere and Oceans, Coevolution of Earth s systems and life on Earth, pp. 379-381 SE: Lesson 5.8, Floods and Flood Control, Floods and their influence on human activity, pp. 149-152; Lesson 20.8, Human Impact on Global Climate, pp. 623-628; Lesson 20.11, Some Possible Consequences of Global Warming, pp. 630-633 SE: Supporting content: Lesson 2.6, Natural Resources, pp. 52-53; Lesson 3.5, Resources from Rocks and Minerals, pp. 83-89; Lesson 13.7, Resources for the Seafloor, pp. 426-428 SE: Lesson 2.1, Minerals: Building Blocks of Rock, pp. 34-35; Lesson 2.5, Mineral Groups, pp. 46-52; Lesson 2.6, Natural Resources, pp. 52-53, Lesson 3.5, Resources from Rocks and Minerals, pp. 83-89; Lesson 11.2, Creating a Time Scale: Relative Dating Principles, pp. 349-355 *The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. 5