Next Generation Science Standards

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

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

Table of Contents HS.ESS.SS Space Systems... 4 HS.ESS-HE History of Earth... 12 HS.ESS.ES Earth's Systems... 18 HS.ESS.CC Climate Change... 27 HS.ESS-HS Human Sustainability... 37 SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 3

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 685-686. Students learn about sunspots, prominences, and solar flares in The Active Sun on 687-688. They obtain information about the interior of the sun in The Solar Interior on 689-690. Photos illustrating the structure of the sun are displayed on SE/TE page 685-688, Figures 12-16. The Hertzsprung - Russell diagram is presented on 704-705, Figure 5. Stellar evolution is explored on 707-714. 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 692-693. 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 6-7 692-693, Exploration Tracking Sunspots 696, Chapter 24 Assessment #28-31 714, 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. 685-688, Structure of the Sun 685, Figure 12: Structure of the Sun 685, Figure 13: Granules 686, Figure 14: Chromospheres 686, Reading Checkpoint 687-688, The Active Sun 687, Figure 15: Sunspots A&B 688, Figure 16: Solar Prominence 689-690, The Solar Interior 689, Figure 18: Nuclear Fusion 692-693, Exploration Tracking Sunspots 704-705, Hertzsprung Russell Diagram 704, Figure 5: Hertzsprung- Russell Diagram 707-714, 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

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 10 710, Facts and Figures 151, Investigation 24: Measuring the Diameter of the Sun SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 5

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 715-719. 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. 715-716, 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. 715-716, The Milky Way Galaxy 716-718, Types of Galaxias 717, Build Science Skills: Using Models SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 6

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 718-719. 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. 718-719, 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

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

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 620-621. 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 620-621, 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

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

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 645-647. Surface conditions for each planet are described: Mercury: The Innermost Planet on 649-650; Venus: The Veiled Planet on 650-651; Mars: The Red Planet on 651-653; Facts and Figures on TE: 652; Jupiter: Giant Among Planets on 654-655; Saturn: The Elegant Planet on 656-658; 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, 31-34 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

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 347-351. 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. 347-351, 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

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 14 285, 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 262-263, Types of Plate Boundaries 262-263, Figure 15: Earth s Tectonic Plates 264-265, Divergent Boundaries 266-267, 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 262-263, Types of Plate Boundaries 264-265, Divergent Boundaries 266-267, 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

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 262-263, Types of Plate Boundaries 264-265, Divergent Boundaries 266-267, 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

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

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 362-391. 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 374-375. 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 389-390. 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 #2 389-390, Chapter Assessment # 11, 18, 21, 23, and 24 364-366, Precambrian Earth 367-368, Precambrian Life 369-370, Cambrian Period 371, Ordovician Period 372, Silurian Period 372-373, Devonian Period 374-375, Carboniferous Period 375-376, Permian Period 378, Triassic Period 379-380, Jurassic Period 380, Cretaceous Period 382-383, Age of Mammals 383, Tertiary Period 364-366, Precambrian Earth 367-368, Precambrian Life 369-370, Cambrian Period 371, Ordovician Period 372, Silurian Period 372-373, Devonian Period 374-375, Carboniferous Period 375-376, Permian Period 378, Triassic Period 379-380, Jurassic Period SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 16

384-385, 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 382-383, Age of Mammals 383, Tertiary Period 384-385, 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

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 233-237. 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 14 236, 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 14 236, 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

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 270-271. 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

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 504-506, 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, 129-131, Erosion on 164, Sediment Transport on 165, Deposition on 166-167, 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 167-168, Caverns on 177-178, Karst Topography on 178-179, and Landforms Created by Glacial Erosion on 193-197. 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 129-130, Chemical Weathering 164, Erosion 165, Sediment Transport 166-167, Deposition 201, Alluvial Fans SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 20

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 486-487, What Happens to Solar Radiation? 489, Land and Water 496-497, Exploration Heating Land and Water 504-506, 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

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 164-168, Water Beneath the Surface on 175-179, Glaciers on 193-197, Water in Deserts on 200-202, and Shoreline Processes and Features on 461-467. Students learn about the effects of the atmosphere in Landscapes Shaped by Wind on 203-207. Effects of the geosphere are covered in the following lessons: What is an Earthquake?, 218-220, Sea-Floor Spreading, 255-259, Plate Tectonics, 262-269, Volcanoes and Plate Tectonics, 280-285, Types of Volcanoes, 289-290, Other Volcanic Landforms, 292-293, Folds, Faults, and Mountains, 312-319, Mountains and Plates, 320-325, and Ocean Floor Features on 401-405. Students obtain information about the effects of the biosphere in Seafloor Sediments on 407-409. 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 158-163, Running Water 164-169, Work of Streams 170-179, Water Beneath Surface 188-198, Glaciers 200-202, Water in Deserts 203-207, Landscapes Shaped by Wind 218-219, What is an Earthquake? 254-260, Sea-Floor Spreading 261-269, Plate Tectonics 280-285, Volcanoes and Plate Tectonics 289-290, Types of Volcanoes 292-293, Other Volcanic Landforms 312-319, Folds, Faults, and Mountains 320-325, 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

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 97-100, Investigation 16: Modeling the Ocean Floor 401-405, Ocean Floor Features 407-409, Seafloor Sediments 461-467, 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 97-100, 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 97-100, Investigation 16: Modeling the Ocean Floor SE = Student Edition; TE = Teacher s Edition; Lab = Laboratory Manual 23