Download Earth Science Priority Expectations

Earth Science Priority Expectations
Unit 1
Organizing Principles
of Earth Science
earth is a system
Unit 2
Rock Forming
Processes
Unit 12
The Sun and
Other Stars
Unit 3
solid earth
earth in space
Unit 11
Cosmology and Earth’s
Place in the Universe
Earthquakes and
Earth’s Interior
Unit 4
Plate Tectonics
and Volcanoes
EARTH
SCIENCE
Unit 5
Discerning
Earth’s History
human
connections
Unit 10
Resources and
Environmental
Challenges
fluid earth
Unit 9
Hydrogeology
Unit 6
Severe Weather
Unit 8
Climate Change
Unit 7
Oceans and
Climate
92 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
The Big Ideas in the Earth Science Units
Organizing Principles of Earth Science
Unit 1
Unit 2
Processes, events and features on Earth result from transfer of energy and matter through the interconnected
Earth systems.
Rock Forming Processes
Rock types and formations are studied to discern and interpret Earth processes and Earth history.
Earthquakes and Earth’s Interior
Unit 3
The accepted model of Earth’s interior is based largely on the behavior of seismic waves, which are recorded by a
worldwide network of seismometers.
Plate Tectonics and Volcanoes
Unit 4
Plate tectonics is the central organizing theory of Earth’s geology and explains earthquakes, volcanoes, ocean bathymetry and geomorphology.
Discerning Earth’s History
Unit 5
The application of age dating techniques provides evidence for a 4.6 billion year old Earth and allows for the
interpretation of Earth history and biological evolution, which has been the basis of the design and refinement
of the geologic time scale.
Severe Weather
Unit 6
Protecting human and sensitive ecosystems from severe weather requires an understanding of the various
conditions of storm formation and the application of technology for the prediction and monitoring of events.
Oceans and Climate
Unit 7
Earth’s regional climates are governed by the transference of thermal energy and matter (mainly water) between
the ocean and atmosphere.
Climate Change
Unit 8
Predicting and mitigating the potential impact of global climate change requires an understanding of the
mechanisms of Earth’s climate, study of past climates, measurements of current interactions of Earth’s systems
and the construction and use of climate change models.
Hydrogeology
Unit 9
Finding solutions to problems related to water resources requires an understanding of the dynamics and
interconnectedness of the components of the hydrosphere and the impact created by human activity.
Resources and Environment Challenges
Unit 10
Protecting the human interests of health, safety and resources depends upon an understanding of natural
hazards and human impact on Earth systems.
Cosmology and Earth’s Place in the Universe
Unit 11
Unit 12
Extraterrestrial energy and materials influence Earth’s systems and the position and motion of the Earth within
an evolving solar system, galaxy, and universe.
The Sun and Other Stars
Solar energy originates by nuclear fusion in the sun and has profound effects on Earth systems.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 93
Unit
1
Organizing Principles of Earth Science
inquiry in
the earth sciences
CONDUCTED
THROUGH
THE
disciplines of geology,
meteorology, climatology,
and biology
environmental
challenges and
resource management
ADDRESSING
QUESTIONS
IN THE
AREAS OF
TO TEST
HYPOTHESES
AROUND
POTENTIAL
IMPACT TO
ecology, water
resources and
air quality
Big Idea
Processes, events and features on Earth result from transfer of
energy and matter through the interconnected Earth systems.
Core Concepts
•
Earth Science is an umbrella term for several academic
disciplines such as: geology, hydrogeology, oceanography,
meteorology, climatology and (in some circles) astronomy.
•
Investigations in Earth science use an Earth systems
perspective, indirect measures and scientific modeling.
•
Plate tectonics is the central organizing theory of geology.
•
As a historical science, change over immense time at
variable rates is a central concept.
SUCH AS
INVESTIGATIONS
OF
ANALYZING
THE
coral reef degradation,
mining, or
climate change
EVALUATING
THE
movement of matter
and energy through
the fluid and solid
Earth
implications of data
on models
Inquiry, Reflection and
Social Implications:
E1.1C Conduct scientific investigations
E1.1D Relate patterns in data to theories
• Students interpret patterns and trends in Earth
Science data and construct explanations that
apply concepts central to the Earth systems
perspective.
•
Students build and use scientific models that answer questions or reveal phenomena related to
Earth systems.
E1.1B Evaluate conclusions
E1.2B Apply science to social issues
Students defend positions on current societal challenges based on evidence produced from investigations in the Earth Sciences.
E1.1B Evaluate conclusions
E1.2D Use peer review to evaluate explanations
Students evaluate the validity of scientific claims that
are produced by other students or outside entities
based on evidence and reasoning.
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Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
1
E2.1B
Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere,
biosphere) that make up the Earth.
E2.1C
Explain, using specific examples, how a change in one system affects other Earth
systems.
E2.3A
Explain how carbon exists in different forms such as limestone (rock), carbon dioxide (gas),
carbonic acid (water), and animals (life within Earth systems) and how those forms can be
beneficial or harmful to humans.
E2.3c
Explain how the nitrogen cycle is part of the Earth system.
E2.3d
Explain how carbon moves through the Earth system (including the geosphere) and how it may
benefit (e.g., improve soils for agriculture) or harm (e.g., act as a pollutant) society.
E3.3B
Explain why tectonic plates move using the concept of heat flowing through mantle convection,
coupled with the cooling and sinking of aging ocean plates that result from their increased density.
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Unit
2
Rock Forming Processes
rock forming
processes
IS ABOUT
how common rocks
can be used to
discern Earth history
REQUIRING
a basic understanding
of rock forming
minerals
WHICH ARE
USED TO
STUDIED
THROUGH
BEST
UNDERSTOOD
IN A
USING
observations of
texture and
composition
identify
and classify
common rocks
WHICH
REFLECT
geologic processes
such as those depicted
by the rock cycle
Rock types and formations are studied to discern and interpret
Earth processes and Earth history.
Core Concepts
•
All rock forming processes are influenced by plate
tectonics and many are influenced by climate.
•
Rock types are indicative of conditions and processes of
the past which result from plate tectonic history.
•
The rock cycle is a generalized depiction of the
relationship of rock types to Earth processes and implies
the immensity of geologic time.
plate tectonic
context
in time and space
of specific geologic
events
rock classification
systems
Big Idea
AND
INDICATIVE
Inquiry, Reflection and
Social Implications:
E 1.1B Evaluate conclusions
E 1.1C Conduct scientific investigations
• Students explain similarities and differences
between closely related rock types.
•
Students make inferences of possible Earth
processes from observable features in rocks.
96 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
2
E3.1A
Discriminate between igneous, metamorphic, and sedimentary rocks and describe the
processes that change one kind of rock into another.
E3.1B
Explain the relationship between the rock cycle and plate tectonics theory in regard to the
origins of igneous, sedimentary, and metamorphic rocks.
E3.1c
Explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition.
E3.1d
Explain how the crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is
extrusive or intrusive.
E3.1e
Explain how the texture (foliated, non-foliated) of metamorphic rock can indicate whether it has
experienced regional or contact metamorphism.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 97
Unit
3
Earthquakes and Earth’s Interior
earthquakes and
Earth’s interior
IS ABOUT
the divisions of
Earth’s interior
THEORIZED AS
crust, mantle,
inner- and outercore
P- and S- wave
arrival locations
and times
USING ANALYSES OF
TO BUILD
a model of Earth
structure and
internal dynamics
Big Idea
The accepted model of Earth’s interior is based largely on the
behavior of seismic waves, which are recorded by a worldwide
network of seismometers.
Core Concepts
•
The transfer of heat from the deep interior towards the
surface of the earth is theorized to cause slow movement
of Earth’s tectonic plates.
•
Earth’s interior is divided into concentric layers, differentiated by composition and temperature.
CONSISTENT WITH
SUPPORTING
EXPLANATIONS OF
the character of
ocean/continental
crust
SUPPORTED BY THE
plate motion driven
by mantle
convection
distribution
and composition
of volcanic rocks
Inquiry, Reflection and
Social Implications:
E1.1D
Relate patterns in data to theories
E1.1g Critique reasoning based on evidence
• Students apply a basic knowledge of wave theory
and the physical properties of materials to questions about cause and locations of earthquakes.
•
Students use seismic records to construct a model
of Earth’s interior and compare this to a theoretical
model based on the assumption that it is a homogeneous sphere.
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Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
3
E2.2C
Describe natural processes in which heat transfer in the Earth occurs by conduction, convection,
and radiation.
E3.2A
Describe the interior of the Earth (in terms of crust, mantle, and inner- and outer-cores) and where
the magnetic field of the Earth is generated.
E3.2B
Explain how scientists infer that the Earth has internal layers with discernable properties
using patterns of primary (P) and secondary (S) seismic wave arrivals.
E3.2C
Describe the differences between oceanic and continental crust (including density, age,
composition).
E3.2d
Explain the uncertainties associated with models of the interior of the Earth and how these models
are validated.
E3.3B
Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that result from their increased density.
E3.4B
Describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4C
Describe the effects of earthquakes and volcanic eruptions on humans.
E3.4f
Explain why fences are offset after an earthquake using the elastic rebound theory.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 99
Unit
4
Plate Tectonics & Volcanoes
plate tectonics
and volcanoes
IS ABOUT
plate tectonic
theory
CORRELATING
earthquake sizes,
depth and distribution
to plate boundaries
volcanic forms and
rock chemistry to
plate boundary types
CORRELATING
CALCULATING
average rate
of plate motions
Big Idea
Plate tectonics is the central organizing theory of Earth’s geology and explains earthquakes, volcanoes, ocean bathymetry
and geomorphology.
Core Concepts
•
Plate motions result in potentially catastrophic events
(earthquakes, volcanoes, tsunamis, mass wasting) that
affect humanity.
•
Earthquakes are the result of abrupt movements in the
Earth’s crust. They generate energy in the form of body
and surface seismic waves.
•
The intensity of volcanic eruptions is controlled by the
chemistry and properties of the magma.
RELATING
ANALYZING HOW
rock formation
processes of the rock
cycles to plate
tectonic settings
EVALUATING STRATEGIES TO
processes of the
solid Earth impact
other Earth systems
reduce risk
to human life
and structures
Inquiry, Reflection and
Social Implications:
E 1.1C
E 1.1D
E 1.1g
E1.2D
Conduct scientific investigations
Relate patterns in data to theories
Critique reasoning based on evidence
Use peer review to evaluate explanations
Students analyze, describe and interpret the distribution patterns and characteristics of geologic features
and data in the context of plate tectonic theory.
E1.2h Distinguish between theories, laws, hypotheses
and observations
E1.2i Explain progressions of ideas
Students relate developments in technology to key
discoveries in plate tectonics from the early twentieth
century through present day investigations that use
GPS and LIDAR.
100 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
E2.1B
Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere,
biosphere) that make up the Earth.
E2.1C
Explain, using specific examples, how a change in one system affects other Earth systems.
E2.2A
Describe the Earth’s principal sources of internal and external energy (e.g., radioactive decay,
gravity, solar energy).
E2.2C
Describe natural processes in which heat transfer in the Earth occurs by conduction, convection,
and radiation.
E3.1B
Explain the relationship between the rock cycle and plate tectonics theory in regard to the
origins of igneous, sedimentary, and metamorphic rocks.
E3.3A
Explain how plate tectonics accounts for the features and processes (sea floor spreading,
mid-ocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that
occur on or near the Earth’s surface.
E3.3B
Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that results from their increased
density.
E3.3C
Describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating
rate, time, and distance.
E3.3d
Distinguish plate boundaries by the pattern of depth and magnitude of earthquakes.
E3.4A
Use the distribution of earthquakes and volcanoes to locate and determine the types of plate
boundaries.
E3.4B
Describe how the sizes of earthquakes and volcanoes are measured or characterized.
E3.4C
Describe the effects of earthquakes and volcanic eruptions on humans.
E3.4d
Explain how the chemical composition of magmas relates to plate tectonics and affects the
geometry, structure, and explosivity of volcanoes.
E3.4e
Explain how volcanoes change the atmosphere, hydrosphere, and other Earth systems.
Unit
4
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 101
Unit
5
Discerning Earth’s History
discerning
Earth’s history
IS ABOUT
the application of
age-dating
techniques
TO INFER
sequences of
geologic events
APPLYING
relative age
dating
principles
USING
APPLYING
index fossils to
establish
stratigraphic
correlations
Core Concepts
•
Gradual and catastrophic change has occurred over the
vastness of geologic time (and our lifespans).
•
Relative age-dating techniques are used to discern
sequencing of geologic events.
•
Isotopic age-dating techniques are used to deduce absolute ages of materials and place them within Earth history.
radiometric agedating methods
for absolute ages
the geologic
time scale
Inquiry, Reflection and
Social Implications
Big Idea
The application of age-dating techniques provides evidence for
a 4.6 billion year old Earth and allows for the interpretation of
Earth history and biological evolution, which has been the basis
of the design and refinement of the geologic time scale.
CONSTRUCTING
E 1.1C Conduct scientific investigations
E 1.1g Critique reasoning based on evidence
Students use relative and absolute age dating
techniques to construct a well reasoned geologic
history of an area.
E1.2i
Explain progressions of ideas
Students explain how the invention and improvement
of technology in addition to emerging geologic data
aids in the continual refinement of the geologic time
scale.
E1.2k Analyze how science and society interact
Students relate the effects of the discovery that
Earth is ancient to the science of biology and major
elements of society.
102 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
5
E5.3B
Describe the process of radioactive decay and explain how radioactive elements are used to
date the rocks that contain them.
E5.3C
Relate major events in the history of the Earth to the geologic time scale, including formation
of the Earth, formation of an oxygen atmosphere, rise of life, Cretaceous-Tertiary (K-T) and
Permian extinctions, and Pleistocene ice age.
E5.3D
Describe how index fossils can be used to determine time sequence.
E5.3e
Determine the approximate age of a sample, when given the half-life of a radioactive substance (in
graph or tabular form) along with the ratio of daughter to parent substances present in the sample.
E5.3f
Explain why C-14 can be used to date a 40,000 year old tree but U-Pb cannot.
E5.3g
Identify a sequence of geologic events using relative age-dating principles.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 103
Unit
6
Severe Weather
severe
weather
IS ABOUT
protecting human
interests from
severe weather
INCLUDING
flooding risks
and damaging winds
associated with storms
BY PREDICTING
the development
of weather fronts
Big Idea
Protecting human and sensitive ecosystems from severe weather requires an understanding of the various conditions of storm
formation and the application of technology for the prediction
and monitoring of events.
Core Concepts
•
Tornadoes, blizzards, thunderstorms and floods occur due
to the dynamics of weather fronts.
•
Interactions of air masses with different qualities lead to
severe weather.
•
Adiabatic temperature change and humidity account for
cloud formation and other atmospheric phenomena.
•
Severe weather adversely impacts societal interests.
USING
APPLYING
satellite and
ground-based
instrumentation
principles of adiabatic
temperature changes
and cloud formation
Inquiry, Reflection and
Social Implications:
E 1.1C Conduct scientific investigations
E 1.1D Relate patterns in data to theories
E 1.1g Critique reasoning based on evidence
• Using atmospheric data, students apply a basic
knowledge of gas laws, thermal chemistry and the
atmosphere to predict and explain cloud formation and fronts.
•
Students apply a basic knowledge of air masses
and fronts to predict common forms of severe
weather.
E1.2k Analyze how science and society interact
Students analyze and interpret satellite imagery and
weather data to evaluate risk of various locations to
impending severe weather.
104 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
6
E2.2A
Describe the Earth’s principal sources of internal and external energy (e.g., radioactive decay,
gravity, solar energy).
E2.2C
Describe natural processes in which heat transfer in the Earth occurs by conduction,
convection, and radiation.
E2.2D
Identify the main sources of energy to the climate system.
E4.3A
Describe the various conditions of formation associated with severe weather
(thunderstorms, hurricanes, floods, waves, and drought).
E4.3B
Describe the damage resulting from and the social impact of thunderstorms, tornadoes, hurricanes,
and floods.
E4.3C
Describe severe weather and flood safety and mitigation.
E4.3D
Describe the seasonal variations in severe weather.
E4.3E
Describe conditions associated with frontal boundaries that result in severe weather
(thunderstorms, tornadoes, and hurricanes).
E4.3F
Describe how mountains, frontal wedging (including dry lines), convection, and convergence
form clouds and precipitation.
E4.3g
Explain the process of adiabatic cooling and adiabatic temperature changes to the formation
of clouds.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 105
Unit
7
Oceans & Climates
oceans and
climates
IS ABOUT
global climatic
patterns
EXPLAINED THROUGH
energy transference
and transformation
in the fluid Earth
atmospheric
circulation and
prevailing winds that
drive ocean currents
DRIVING
IMPACTED
Earth’s spin and
the greenhouse
effect
Big Idea
Earth’s regional climates are governed by the transference of
thermal energy and matter (mainly water) between the ocean
and atmosphere.
Core Concepts
•
•
•
ESTABLISHING
The tilt of the earth relative to the sun and the Earth’s rotation about the sun cause the seasons and the latitudinal
changes in climate.
Energy from the sun drives global atmospheric circulation,
a major influence on ocean currents.
Global atmospheric circulation and ocean currents control
Earth’s regional climates.
SUCH AS
regional and global
climatic patterns
continental and
maritime climates
Inquiry, Reflection and
Social Implications:
E 1.1C Conduct scientific investigations
E 1.1D Relate patterns in data to theories
E 1.1g Critique reasoning based on evidence
•
Student use an understanding of the characteristics of seasons and global atmospheric and ocean
currents to predict and explain regional climatic
patterns.
•
Students map and model global atmospheric
circulation using weather data.
•
Students map and model ocean circulation
using data on prevailing winds and seawater
density.
106 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
7
E2.1B
Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere,
biosphere) that make up the Earth.
E2.1C
Explain, using specific examples, how a change in one system affects other Earth systems.
E2.2C
Describe natural processes in which heat transfer in the Earth occurs by conduction,
convection, and radiation.
E2.2e
Explain how energy changes form through Earth systems.
E4.2A
Describe the major causes for the ocean’s surface and deep water currents, including the
prevailing winds, the Coriolis effect, unequal heating of the Earth, changes in water
temperature and salinity in high latitudes, and basin shape.
E4.2B
Explain how the interactions between the oceans and the atmosphere influence global
and regional climate. Include the major concepts of heat transfer by ocean currents,
thermohaline circulation, boundary currents, evaporation, precipitation, climatic zones,
and the ocean as a major CO2 reservoir.
E4.2c
Explain the dynamics (including ocean-atmosphere interactions) of the El Nino-Southern
Oscillation (ENSO) and its effect on continental climates.
E4.2d
Identify factors affecting seawater density and salinity and describe how density affects
oceanic layering and currents.
E4.2e
Explain the differences between maritime and continental climates with regard to oceanic currents.
E4.2f
Explain how the Coriolis effect controls oceanic circulation.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 107
Climate Change
Unit
8
climate
change
IS ABOUT
climate change
research
WHICH INVESTIGATES
changing biomes
and new weather
patterns
RESULTING
FROM
increasing average
atmospheric global
temperature
IMPACTING
CORRELATED TO
increasing
concentrations of
greenhouse gases
CAUSING
physical
characteristics of
oceans and aquatic
biomes
warming oceans
and melting
glaciers
108 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
PREDICTING
MODELED
USING
insights from
paleoclimatology
effects on
Earth systems
Unit
8
Big Idea
Predicting and mitigating the potential impact of global climate change requires an understanding of the mechanisms of
Earth’s climate, study of past climates, measurements of current
interactions of Earth’s systems and the construction and use of
climate change models.
Inquiry, Reflection and
Social Implications:
E 1.1B
E 1.1C
E 1.1D
E 1.1g
Evaluate conclusions
Conduct scientific investigations
Relate patterns in data to theories
Critique reasoning based on evidence
•
Students research apparent local or regional environmental changes that may be a result of global
climate change.
•
Students analyze and interpret paleo-climatic data
using techniques that enable scientists to build
climate change models.
•
Students analyze and use historical climate data to
hypothesize trajectories into the future.
Core Concepts
•
The natural heat trapping of several key greenhouse gases
cause Earth’s greenhouse effect which is essential to sustaining life as it has evolved on Earth.
•
Industrialization has impacted Earth’s climatic system in
numerous ways including the addition of tremendous
quantities of carbon dioxide and other greenhouse gases
to the atmosphere.
•
The movement of matter through biogeochemical cycles
and the transference and transformation of energy within
and between Earth systems impact global climate.
•
Climate change models are central tools for making predictions and studying interactions of climatic variables.
•
Changes in ocean temperature and chemistry are having
impacts on marine biomes.
E1.2h Distinguish between theories, laws, hypotheses
and observations
E 1.1i Distinguish between consensus and on-going research
Students use an Earth systems perspective to evaluate aspects of models that are used to predict climate
change and possible environmental impacts.
E1.2D Use peer review to evaluate explanations
E1.2k Analyze how science and society interact
Students evaluate potential societal responses to climate change in regard to their impact on Earth systems and effectiveness at slowing global warming.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 109
Unit 8
cont.
Content Expectations
(Priority Expectations are highlighted in gray.)
E2.1A
Explain why the Earth is essentially a closed system in terms of matter.
E2.1B
Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere,
biosphere) that make up the Earth.
E2.1C
Explain, using specific examples, how a change in one system affects other Earth systems.
E2.2e
Explain how energy changes form through Earth systems.
E2.2f
Explain how elements exist in different compounds and states as they move from one
reservoir to another.
E2.3A
Explain how carbon exists in different forms such as limestone (rock), carbon dioxide (gas),
carbonic acid (water), and animals (life within Earth systems and how those forms can be
beneficial or harmful to humans).
E2.3d
Explain how carbon moves through the Earth system (including the geosphere) and how it
may benefit (e.g., improve soils for agriculture) or harm (e.g., act as a pollutant) society.
E5.4A
Explain the natural mechanism of the greenhouse effect including comparisons of the major
greenhouse gases (water vapor, carbon dioxide, methane, nitrous oxide, and ozone).
E5.4B
Describe natural mechanisms that could result in significant changes in climate
(e.g., major volcanic eruptions, changes in sunlight received by the Earth, meteorite impacts).
110 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Unit 8
cont.
Content Expectations
(Priority Expectations are highlighted in gray.)
E5.4C
Analyze the empirical relationship between the emission of carbon dioxide, atmospheric
carbon dioxide levels and the average global temperature over the past 150 years.
E5.4D
Based on evidence of observable changes in recent history and climate change models,
explain the consequences of warmer oceans (including the results of increased evaporation,
shoreline and estuarine impacts, oceanic algae growth, and coral bleaching) and changing
climatic zones (including the adaptive capacity of the biosphere).
E5.4e
Based on evidence from historical climate research (e.g., fossils, varves, ice core data) and climate
change models, explain how the current melting of polar ice caps can impact the climate system.
E5.4f
Describe geological evidence that implies climates were significantly colder at times in the geologic
record (e.g., geomorphology, striations, and fossils).
E5.4g
Compare and contrast the heat-trapping mechanisms of the major greenhouse gases
resulting from emissions (carbon dioxide, methane, nitrous oxide, fluorocarbons) as well as
their abundance and heat-trapping capacity.
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 111
Unit
9
Hydrogeology
hydrogeology
IS ABOUT
quality and quantity
of surface and
ground water
CHARACTERIZED BY
the quantity,
distribution and
sustainability of
water resources
MODELED ON THE
interconnectedness
of the hydrosphere
INVESTIGATED THROUGH
CORRELATED TO
parameters of
water quality
Big Idea
Finding solutions to problems related to water resources requires an understanding of the dynamics and interconnectedness of the components of the hydrosphere and the impact created by human activity.
Core Concepts
IMPACTED BY
land use practices
climate change
and human
activities
Inquiry, Reflection and
Social Implications:
E 1.1C Conduct scientific investigations
E 1.1D Relate patterns in data to theories
E 1.1g Critique reasoning based on evidence
• Students analyze water quality data in relation
to elements of a watershed, including land use
patterns.
•
The amount of fresh drinkable water on Earth is less than
3% of the total water on Earth.
•
Students relate specific land use practices to the
impact on surface and ground water quality.
•
There is currently a global water crisis related to water
quantity and quality.
•
Students evaluate the sustainability of important
aquifers.
•
Elements of the hydrosphere are interconnected.
•
Many important groundwater reservoirs around the globe
are not currently sustainable because recharge does not
equal or exceed output.
•
Population demographics and land use practices have
profound impact on water quantity and quality
E1.2B Apply science to social issues
E1.2D Use peer review to evaluate explanations
Students use an understanding of geohydrology
to propose and/or evaluate strategies to mitigate
against the serious and impending water crisis.
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Content Expectations
(Priority Expectations are highlighted in gray.)
E2.1C
Explain, using specific examples, how a change in one system affects other Earth systems.
E2.3b
Explain why small amounts of some chemical forms may be beneficial for life but are poisonous
in large quantities (e.g., dead zone in the Gulf of Mexico, Lake Nyos in Africa, fluoride in drinking
water).
E2.3.c
Explain how the nitrogen cycle is part of the Earth system.
E4.1A
Compare and contrast surface water systems (lakes, rivers, streams, wetlands) and groundwater in regard to their relative size as Earth’s freshwater reservoirs and the dynamics of
water movement (inputs and outputs, residence times, sustainability).
E4.1B
Explain the features and processes of groundwater systems and how the sustainability of
North American aquifers has changed in recent history (e.g., the past 100 years) qualitatively
using the concepts of recharge, residence time, inputs and outputs.
E4.1C
Explain how water quality in both groundwater and surface systems is impacted by land use
decisions.
Unit
9
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Unit
10
Resources & Environmental Challenges
resources and
environmental
challenges
IS ABOUT
using Earth’s
natural resources
CATEGORIZED AS
renewable and
non-renewable
resources
causes and
solutions to pressing
environmental
challenges
RECOGNIZING
USING AN
Earth system
science perspective
Big Idea
Protecting the human interests of health, safety and resources
depends upon an understanding of natural hazards and human
impact on Earth systems.
Core Concepts
•
•
Policy and investment decisions in resources and energy
for human consumption involve tradeoffs between many
factors such as cost, access to natural renewable or nonrenewable resources and environmental impact.
Addressing many of societies pressing resource and environmental challenges requires the utilization of an Earth
systems perspective.
ANALYZING
ANALYZING
trade-offs involved
in solutions to
resource needs
RELATING TO
trade-offs involved
in solutions to
environmental
challenges
patterns of
human resource
consumption
Inquiry, Reflection and
Social Implications:
E1.2B
E1.2D
E1.2g
E1.2j
E1.2k
Apply science to social issues
Use peer review to evaluate explanations
Identify tradeoffs in designs
Predict effects of technology
Analyze how science and society interact
•
Students use a deep understanding of the science
behind pressing environmental or resource issues
to propose and/or evaluate potential solutions.
•
Students compare and evaluate various solutions
for pressing environmental or resource issues
through a quantitative analysis of a variety of likely trade-offs.
114 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
Unit
10
E2.2B
Identify differences in the origin and use of renewable (e.g., solar, wind, water, biomass) and
non-renewable (e.g., fossil fuels, nuclear [U-235]) sources of energy.
E2.2C
Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.
E2.2e
Explain how energy changes form through Earth systems.
E2.2f
Explain how elements exist in different compounds and states as they move from one reservoir to
another.
E2.4A
Describe renewable and non-renewable sources of energy for human consumption (electricity, fuels), compare their effects on the environment, and include overall costs and benefits.
E2.4B
Explain how the impact of human activities on the environment (e.g., deforestation,
air pollution, coral reef destruction) can be understood through the analysis of interactions
between the four Earth systems.
E2.4c
Explain ozone depletion in the stratosphere and methods to slow human activities to reduce ozone
depletion.
E2.4d
Describe the life cycle of a product, including the resources, production, packaging, transportation,
disposal, and pollution.
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Unit
11
Cosmology & Earth’s Place
in the Universe
cosmology and
Earth’s place
in the universe
IS ABOUT
the history of
the universe
BEGINNING WITH
the “Big Bang”
DESCRIBED FROM
evidence of
expansion and
evolution over time
REFLECTED IN
DISCERNING
age, using
microwave radiation
and modeling
the structure
of the Milky Way
Galaxy
Big Idea
Extraterrestrial energy and materials influence Earth’s systems
and the position and motion of the Earth within an evolving
solar system, galaxy, and universe.
Core Concepts
•
There are many billions of galaxies in the universe.
•
The Big Bang Theory accounts for the formation of the
universe.
•
The microwave cosmic background radiation is
considered a remnant of the Big Bang.
•
The relative motion of objects in the universe can be
deduced from cosmological redshift.
•
The chemical composition of our sun, the solar system and
life can be traced to elements that were created by stellar
processes.
DISCERNING
motion from
Doppler and
cosmological red
shifts
Inquiry, Reflection and
Social Implications:
E 1.1g Critique reasoning based on evidence
• Students use and explain the evidence that supports the accepted model for the structure, size
and age of the universe.
• Students compare the elemental compositions
and abundances of the stars, planets and life
to those commonly generated through stellar
nucleosynthesis.
E 1.1i Distinguish between consensus and on-going
research
E1.2h Distinguish between theories, laws, hypotheses
and observations
E1.2i Explain progressions of ideas
• Students relate technological developments to
key discoveries in astronomy and identify potential questions that may be addressed by future research.
•
Students relate the major discoveries in astronomy (such as the heliocentric solar system) to the
impact they had on social and political structures.
116 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
E5.1A
Describe the position and motion of our solar system in our galaxy and the overall scale,
structure, and age of the universe.
E5.1b
Describe how the Big Bang Theory accounts for the formation of the universe.
E5.1c
Explain how observations of the cosmic background radiation have helped determine the
age of the universe.
E5.1d
Differentiate between the cosmological and Doppler red shift.
E5.3A
Explain how the solar system formed from a nebula of dust and gas in a spiral arm of the
Milky Way Galaxy about 4.6 Ga (billion years ago).
Unit
11
ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations | 117
Unit
12
The Sun & Other Stars
the sun and
other stars
IS ABOUT
the nature and
evolution of stars
DRIVEN BY
nuclear fusion
energy and
elements
PRODUCING
OBSERVED THROUGH
changes in the
physical and chemical
properties of a star
Big Idea
Solar energy originates by nuclear fusion in the sun and has
profound effects on Earth systems.
Core Concepts
•
•
Nuclear fusion involves matter changing into energy and
has led to the formation of all chemical elements.
There is a wide range of stars of different sizes, chemistries
and temperatures with varying life histories.
CHARACTERIZED BY
DEPICTED AND
ANALYZED BY
star color and size
OBSERVABLE AS
its position on
H-R diagram
solar activities with
impacts on Earth
Inquiry, Reflection and
Social Implications:
E 1.1C Conduct scientific investigations
E 1.1D Relate patterns in data to theories
E 1.1g Critique reasoning based on evidence
• Students analyze, interpret and model data on sun
spots and relate patterns to processes in the sun.
•
Students analyze, interpret and model data on
past solar activity to predict patterns in the future
and potential impacts on Earth.
•
Students graph and interpret astronomic variables
to characterize stars.
•
Students compare spectra of stars of various
masses and in different stages of evolution to understand typical pathways in stellar evolution.
118 | ISD/RESA/RESD Collaborative • High School Earth Science Priority Expectations
Content Expectations
(Priority Expectations are highlighted in gray.)
E5.2A
Identify patterns in solar activities (sunspot cycle, solar flares, solar wind).
E5.2B
Relate events on the sun to phenomena such as auroras, disruption of radio and satellite
communications, and power disturbances.
E5.2C
Describe how nuclear fusion produces energy in the sun.
E5.2D
Describe how nuclear fusion and other processes in stars have led to the formation of all the
other chemical elements.
E5.2e
Explain how the Hertzsprung-Russell (H-R) diagram can be used to deduce other parameters
(distance).
E5.2f
Explain how you can infer the temperature, life span, and mass of a star from its color. Use
the H-R diagram to explain the life cycle of stars.
E5.2g
Explain how the balance between fusion and gravity controls the evolution of a star (equilibrium).
E5.2h
Compare the evolution paths of low, moderate and high mass stars using the H-R diagram.
Unit
12
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