Download Earth`s Systems and Cycles - Independent School District 196

Earth’s Systems and Cycles
Learning Goals – Objectives
Chapter 1
Systems and Cycles
1. Explain why Earth is often studied as a system. (pp. 4-6)
2. Students will be able to compare and contrast open and closed systems and
recognize examples of each. (pp. 5 - 7)
3. Student will be able to name and give examples of the four spheres and
describe how they interact. (pp. 8 - 11)
4. Define and label all parts of the water cycle
Where is most water found on Earth?
How do humans affect the water cycle?
What role do the sun and gravity play in the water cycle?
Key terms: precipitation, runoff, infiltration, transpiration, evaporation,
condensation (pp. 13)
5. Describe and label the processes that absorb and release carbon dioxide.
Where is carbon found?
Why is carbon such an important element?
How are humans affecting the carbon cycle?
What environmental problems are caused by excess carbon dioxide in the
atmosphere?
Key terms: Photosynthesis, combustion, respiration, deforestation, decomposition
(pp. 14 -15)
6. Trace the path of nitrogen through the nitrogen cycle.
Why is nitrogen an essential nutrient?
Where is most nitrogen stored?
Where else if nitrogen found?
How do plants get their nitrogen? Animals?
What organism converts atmospheric nitrogen to nitrates and other forms?
How are humans affecting the nitrogen cycle and how does this affect water and
air quality?
7. Name and describe the three main sources of Earth’s energy and which source
provides the greatest percent of total energy.
Key terms: solar, geothermal, & tidal energy (pp. 16-17)
8. Be able to state and apply the First Law of Thermodynamics. (page 17)
9. Know what happens to the usefulness of energy as it changes form.
What happen to most of the energy when it is transferred from one form to
another?
(Second law of thermodynamics - page 17)
Rosemount High Groundwater
Learning Goals
Chapter 14
1. The Student shall be able to …….
A. Define the following terms:
Porosity
Aquiclude
Permeability Outwash
Aquifer
Till
Permeable
Impermeable
2. Describe the relationship between permeability and particle size and shape. (Pg. 300)
3. Describe the relationship between porosity and particle size and shape. (Pg. 300)
4. State if the following particles would be permeable (aquifer) or impermeable
(aquiclude). (Pg. 304 & Lab)
Limestone
Shale
Granite
Sandstone
Clay
Till
5. Give examples of point source pollution and non-point source pollution (Pg. 306 -307)
6. Give examples of how water can be reused, recycled and conserved. (Pg. 306 - 307)
7. Use a geological cross section to identify, explain and label the following groundwater
features: (back page diagram (Pg. 302 – 303)
Water Table
Well
Zone of Saturation
Lake
Zone of Aeration
Stream/river
8. Know and be able to describe the amount of freshwater relative to all the water on the
planet.
Earth’s Systems and Cycles
Learning Goals – Objectives
Chapter 1
Systems and Cycles
1. Explain why Earth is often studied as a system. (pp. 4-6)
6. Students will be able to compare and contrast open and closed systems and
recognize examples of each. (pp. 5 - 7)
7. Student will be able to name and give examples of the four spheres and
describe how they interact. (pp. 8 - 11)
8. Define and label all parts of the water cycle
Where is most water found on Earth?
How do humans affect the water cycle?
What role do the sun and gravity play in the water cycle?
Key terms: precipitation, runoff, infiltration, transpiration, evaporation,
condensation (pp. 13)
9. Describe and label the processes that absorb and release carbon dioxide.
Where is carbon found?
Why is carbon such an important element?
How are humans affecting the carbon cycle?
What environmental problems are caused by excess carbon dioxide in the
atmosphere?
Key terms: Photosynthesis, combustion, respiration, deforestation, decomposition
(pp. 14 -15)
6. Trace the path of nitrogen through the nitrogen cycle.
Why is nitrogen an essential nutrient?
Where is most nitrogen stored?
Where else if nitrogen found?
How do plants get their nitrogen? Animals?
What organism converts atmospheric nitrogen to nitrates and other forms?
How are humans affecting the nitrogen cycle and how does this affect water and
air quality?
7. Name and describe the three main sources of Earth’s energy and which source
provides the greatest percent of total energy.
Key terms: solar, geothermal, & tidal energy (pp. 16-17)
8. Be able to state and apply the First Law of Thermodynamics. (page 17)
9. Know what happens to the usefulness of energy as it changes form.
What happen to most of the energy when it is transferred from one form to
another? (Second law of thermodynamics - page 17)
Rivers and Glaciers
Rosemount High School Learning goals
The Rivers Goal
The student shall be able to:
a.
b.
c.
d.
e.
f.
g.
h.
Identify the key features of a river system. (drainage basin, tributary,
divide) (Pg.280)
Identify key characteristics of a river and how it affects erosion. (Pg. 281)
Describe how rivers transport material. (Pg.284)
Identify river depositional features. (deltas, alluvial fans) (Pg.285)
Describe riverine processes and identify key features associated with
young, mature and old age rivers. (Pg. 287-289)
Describe and identify processes and key features associated with a
floodplain.
(Pg. 290)
Describe the causes of a flood as well as the constructive and destructive
effects of a flood. (Pg.291)
Define the following terms: (Ch 13)
base level
competence
discharge
flash flood
gradient
meanders
capacity
delta
divide
flood
tributary
natural levees
watershed
deposition
river system
flood plain
load (know 3 types)
oxbow lake
The Glaciers Goal
The student shall be able to:
a.
b
c.
d.
Define and describe where and how glaciers form. (Pg. 318)
.Identify two main types of glaciers (valley, continental) and give two
examples of each. (Pg. 319-320)
Describe where and why glacial ice movement is fast and slow.
(P.321-322)
Describe and be able to label the following glacial features: (Ch. 15)
cirque (lake)
horn
arête
outwash plain
till
kettle (lake)
drumlin
striations/grooves
esker
kame
hanging valley
moraine dammed lake
moraines (4 types: lateral, recessional, medial, terminal)
e.
f.
g.
h.
i.
For all of the above features identify each as that of an alpine glacier,
continental glacier, or both. (Pg. 322-325)
Describe several pieces of evidence that glaciers once covered Minnesota.
Describe 2 ways we can identify the direction of past glacial movement.
(Pg.324-328)
Identify the importance of studying glacial ice cores to past climate.
(Pg.330-333)
Identify and describe erosional and depositional features of a glacier.
(Pg. 324-328)
Earth's Structure and Rock Unit Learning Goals
Rosemount High Earth Science
I. Earth Structure
(Pages 70-74)
A. Students will know the following about the layers of the earth's interior:
1. Each layer's name
2. Their order of arrangement
3. What each is made of
4. Whether it is a solid, liquid or semi-solid
5. Their relative density
6. Their relative thickness
B. Explain how and why material from the earth's interior moves toward the
Earth's surface.
II. Igneous Rocks
(Pages 121-126)
A. Explain the relationship between rate of cooling and crystal size for rocks
which from magma or lava.
B. Using a Key, identify by name and sight the following igneous rocks:
1. granite, gabbro, rhyolite, basalt, pumice, scoria, and obsidian.
C. Classify igneous rocks into the following groups:
1. Large crystals, small crystals, vesicular, glassy.
2. Granitic and basaltic (Felsic and Mafic)
D. Explain what each igneous rocks tells you about its environment of formation.
III. Sedimentary Rocks
(Pages 127-131)
A. Identify by name and sight the following sedimentary rocks:
1. sandstone, shale, conglomerate, limestone, halite, coquina, peat, coal.
B. Classify sedimentary rocks into the following groups:
1. clastic, chemical, organic
C. Explain what each sedimentary rock tells you about its environment of
formation.
IV. Metamorphic Rocks
(Pages 133-137)
A. Explain how heat and pressure work to recrystallize existing rocks into
metamorphic rocks.
B. Identify by name and sight the following metamorphic rocks:
gneiss, schist, slate, marble, anthracite, and quartzite.
C. Classify metamorphic rocks into the following groups:
foliated and non foliated.
D. Explain what metamorphic rocks tell you about the past environment.
V. Rock Cycle
(Pages 119-120)
Using the rock cycle as a model, explain how one rock can change into another.
Draw a complete rock cycle, using all geologic terms listed on page 119 in your
textbook.
Plate Tectonics Learning Goals
Rosemount High Earth Science
Plate Tectonics Learning Goal
A
B.
C.
D.
E.
Describe in a sentence or two, what a plate is.
Give the name, composition, and relative density of the two
main types of plates.
Explain the process which results in the movement of the plates.
In a complete paragraph, define the theory of plate tectonics. (It
should include the key concepts from A, B, and C above.)
List and describe the evidence that supports the theory of plate
tectonics.
Plate Boundaries
A
For each of the following plate boundaries, Mid-Ocean Ridge,
Ocean-Ocean, Ocean-Continent, Continent-Continent, &
Transform Fault, do the following:
1. Draw a cross-section showing relative positions of both
plates.
2. Label each type of plate shown.
3. Use arrows to show the direction each plate is moving.
4. Draw and label all landforms present.
5. Show the pattern of earthquakes at the boundary.
6. Show where volcanic activity, if any, is occurring.
7. Name a geographic example of each.
Earth Science
Mineral Learning Objectives
1. Give a complete definition of a mineral.
Ref: Pg. 96
2. List, define and correctly perform the test for the following physical
properties: hardness, luster, cleavage/fracture, color, streak, and
special properties.
Ref: Pgs. 104-107
3. Describe two ways that minerals form.
Ref: Pgs. 97-102
4. Give a complete definition of an ore. List 2 examples of each.
Ref: Pg.145
5. Explain how minerals are obtained from the earth.
Ref: Pgs. 144-146
6. List 5 minerals and describe (in sentence form) how they are used
in society.
Ref: Pgs. 145-147
7, Identify the 8 rock forming minerals by their distinguishing
properties.
Ref: Pgs. 104-111
Plate Tectonics Learning Goals
Rosemount High Earth Science
Plate Tectonics Learning Goal
A
B.
C.
F.
G.
Describe in a sentence or two, what a plate is.
Give the name, composition, and relative density of the two
main types of plates.
Explain the process which results in the movement of the plates.
In a complete paragraph, define the theory of plate tectonics. (It
should include the key concepts from A, B, and C above.)
List and describe the evidence that supports the theory of plate
tectonics.
Plate Boundaries
A
For each of the following plate boundaries, Mid-Ocean Ridge,
Ocean-Ocean, Ocean-Continent, Continent-Continent, &
Transform Fault, do the following:
1. Draw a cross-section showing relative positions of both
plates.
2. Label each type of plate shown.
3. Use arrows to show the direction each plate is moving.
4. Draw and label all landforms present.
5. Show the pattern of earthquakes at the boundary.
6. Show where volcanic activity, if any, is occurring.
7. Name a geographic example of each.