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Roanoke County Public Schools
Grade 9 Earth Science
Curriculum Guide
2013
Science Curriculum Guide
Revised 2012. Available at www.rcs.k12.va.us.
Roanoke County Public Schools does not discriminate with regard to race, color, age, national origin, gender, or handicapping condition in an educational and/or
employment policy or practice. Questions and/or complaints should be addressed to the Deputy Superintendent/Title IX Coordinator at (540) 562-3900 ext.
10121 or the Director of Pupil Personnel Services/504 Coordinator at (540) 562-3900 ext. 10181.
Acknowledgements
The following people have made tremendous contributions to the completion of this curriculum guide and all are appreciated.
Name
School
Sandra Reedy
NHS
Charlie Filer
GHS
Mistie Dickenson
HVHS
Erin Barnett
CSHS
Jane Johnson
WBHS
Roanoke County Public Schools Administration
Dr. Lorraine Lange
Superintendent
Dr. Ken Nicely
Director of Secondary Instruction
Rebecca Eastwood
Director of Elementary Instruction
Preface
0
Julian Barnes
Science Coordinator
Table of Contents
Introduction................................................................................................................................................................. Error! Bookmark not defined.
Philosophy and Goals ..................................................................................................................................................................................................1
Assessment ................................................................................................................................................................................................................1
Pacing Chart ...............................................................................................................................................................................................................2
Earth Science SOL Checklist .........................................................................................................................................................................................4
Thematic Units: ..........................................................................................................................................................................................................8
OCEANOGRAPHY ...................................................................................................................................................................................................8
METEOROLOGY ................................................................................................................................................................................................... 16
GEOLOGY ............................................................................................................................................................................................................ 22
Map Skills ……….................................................................................................................................................................................22
Minerals ……………………………………………………………………………………………………………………………………………………………………………..……....24
Igneous Rocks/Volcanism …………………………………………………………………………………………………………………………………………….……….………26
Metamorphic Rocks/Diastrophism/Plate Tectonics ……………………………………………………………………………………………………….…………….…….29
Sedimentary Rocks/Rock Cycle/Weathering/Erosion/Soils …………………………………………………………………………………………….………….…….. 33
Paleontology …………………………………………………………………………………………………………………………………………………………………….…….……36
Hydrology/Watersheds/Karst …………………………………………………………………………………………………………………………………………………….…..40
Virginia Geology/Natural Resources ………………………………………………………………………………………………………………………………………………..43
ASTRONOMY ....................................................................................................................................................................................................... 48
SCIENCE SAFETY CONTRACT………………………………………………………………………………………………………………………………………………………………54
SOL Blueprints .......................................................................................................................................................................................................... 56
SOL Sample Scope and Sequence .............................................................................................................................................................................. 56
Grade 9 Earth Science Curriculum Guide
2012
Introduction
The Earth Science standards connect the study of the Earth’s composition, structure, processes, and history; its atmosphere, fresh water, and
oceans; and its environment in space. The standards emphasize historical contributions in the development of scientific thought about the Earth
and space. The standards stress the interpretation of maps, charts, tables, and profiles; the uses of technology to collect, analyze, and report data;
and the utilization of science skills in systematic investigation. Problem solving and decision making are an integral part of the standards,
especially as they relate to the costs and benefits of utilizing the Earth’s resources. Major topics of study include earth processes, the rock cycle,
Earth history, mapping skills, the oceans, the atmosphere, weather and climate, and the solar system and universe.
Philosophy and Goals
Educators use the phrase “scientific literacy” to express the major objective of contemporary science education, an aim recognized for all students.
In that context, we have assumed the task of developing a curriculum for Earth Science that will contribute to the achievement of one aspect of
scientific literacy. The aim of Earth Science literacy must be translated into specific goals for Earth Science education in order for students to
learn and understand how to use information in their daily lives. Education in Earth Science should sustain students’ interest in the natural world,
help students explore new areas of interest, improve their explanation of earth’s concepts, help them develop understanding and use of inquiry and
technology, and contribute to their making informed personal and social decisions. The literate student should develop appropriate personal values
regarding scientific investigations, diversity, the impact of science and technology on society, and the importance of Earth Science to the
individual.
The Earth Science standards continue to focus on student growth in understanding the nature of science. This scientific view defines the idea that
explanations of nature are developed and tested using observation, experimentation, models, evidence, and systematic processes. The nature of
science includes the concepts that scientific explanations are based on logical thinking; are subject to rules of evidence; are consistent with
observational, inferential, and experimental evidence; are open to rational critique; and are subject to refinement and change with the addition of
new scientific evidence. The nature of science includes the concept that science can provide explanations about nature, can predict potential
consequences of actions, but cannot be used to answer all questions.
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Assessment
Students’ prior knowledge will be assessed either formally or informally. Assessment measures include, but are not limited to, tests, quizzes labs,
portfolios, presentations, technology-based activities, and projects. One can assess diverse students in a classroom by using diverse methods,
including alternative assessment instruments such as portfolios and student production of simulations and models. Assessment instruments are
most valuable when they focus on higher-order thinking skills, understanding and use of earth science knowledge, and the demonstration of
competence in a setting that is meaningful to students. Assessment should be an ongoing process that begins with a determination of the
information and skills students bring to the class and continues with documentation of their progress throughout the course.
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Earth Science STANDARDS OF LEARNING
Earth Science
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content for essential components of the science curriculum at
different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses —
Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and
are represented indirectly throughout the high school courses. These strands are

Scientific Investigation, Reasoning, and Logic;

Force, Motion, and Energy;

Matter;

Life Processes;

Living Systems;

Interrelationships in Earth/Space Systems;

Earth Patterns, Cycles, and Change; and

Earth Resources.
Five key components of the science standards that are critical to implementation and necessary for student success in achieving science literacy are
1) Goals; 2) K-12 Safety; 3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is imperative to science instruction
that the local curriculum consider and address how these components are incorporated in the design of the kindergarten through high school
science program.
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Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and understanding and to preserve and
enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to achieve the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
5. Experience the richness and excitement of scientific discovery of the natural world through the collaborative quest for knowledge and
understanding.
6. Make informed decisions regarding contemporary issues, taking into account the following:

public policy and legislation;

economic costs/benefits;

validation from scientific data and the use of scientific reasoning and logic;

respect for living things;

personal responsibility; and

history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:

curiosity;

demand for verification;

respect for logic and rational thinking;

consideration of premises and consequences;

respect for historical contributions;

attention to accuracy and precision; and

patience and persistence.
8. Develop an understanding of the interrelationship of science with technology, engineering and mathematics.
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9. Explore science-related careers and interests.
K-12 Safety
In implementing the Science Standards of Learning, teachers must be certain that students know how to follow safety guidelines, demonstrate
appropriate laboratory safety techniques, and use equipment safely while working individually and in groups.
Safety must be given the highest priority in implementing the K-12 instructional program for science. Correct and safe techniques, as well as wise
selection of experiments, resources, materials, and field experiences appropriate to age levels, must be carefully considered with regard to the
safety precautions for every instructional activity. Safe science classrooms require thorough planning, careful management, and constant
monitoring of student activities. Class enrollment should not exceed the designed capacity of the room.
Teachers must be knowledgeable of the properties, use, and proper disposal of all chemicals that may be judged as hazardous prior to their use in
an instructional activity. Such information is referenced through Materials Safety Data Sheets (MSDS). The identified precautions involving the
use of goggles, gloves, aprons, and fume hoods must be followed as prescribed.
While no comprehensive list exists to cover all situations, the following should be reviewed to avoid potential safety problems. Appropriate safety
procedures should be used in the following situations:

observing wildlife; handling living and preserved organisms; and coming in contact with natural hazards, such as poison ivy, ticks,
mushrooms, insects, spiders, and snakes;

engaging in field activities in, near, or over bodies of water;

handling glass tubing and other glassware, sharp objects, and labware;

handling natural gas burners, Bunsen burners, and other sources of flame/heat;

working in or with direct sunlight (sunburn and eye damage);

using extreme temperatures and cryogenic materials;

handling hazardous chemicals including toxins, carcinogens, and flammable and explosive materials;

producing acid/base neutralization reactions/dilutions;

producing toxic gases;

generating/working with high pressures;

working with biological cultures including their appropriate disposal and recombinant DNA;
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Grade 9 Earth Science Curriculum Guide

handling power equipment/motors;

working with high voltage/exposed wiring; and

working with laser beam, UV, and other radiation.
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The use of human body fluids or tissues is generally prohibited for classroom lab activities. Further guidance from the following sources may be
referenced:

OSHA (Occupational Safety and Health Administration);

ISEF (International Science and Engineering Fair) rules; and

public health departments’ and school divisions’ protocols.
Instructional Technology
The use of current and emerging technologies is essential to the K-12 science instructional program. Specifically, technology must accomplish the
following:

Assist in improving every student’s functional literacy. This includes improved communication through reading/information retrieval (the
use of telecommunications), writing (word processing), organization and analysis of data (databases, spreadsheets, and graphics
programs), presentation of one’s ideas (presentation software), and resource management (project management software).

Be readily available and regularly used as an integral and ongoing part of the delivery and assessment of instruction.

Include instrumentation oriented toward the instruction and learning of science concepts, skills, and processes. Technology, however,
should not be limited to traditional instruments of science, such as microscopes, labware, and data-collecting apparatus, but should also
include computers, robotics, video-microscopes, graphing calculators, probeware, geospatial technologies, online communication,
software and appropriate hardware, as well as other emerging technologies.

Be reflected in the “instructional strategies” generally developed at the school division level.
In most cases, the application of technology in science should remain “transparent” unless it is the actual focus of the instruction. One must expect
students to “do as a scientist does” and not simply hear about science if they are truly expected to explore, explain, and apply scientific concepts,
skills, and processes.
As computer/technology skills are essential components of every student’s education, it is important that teaching these skills is a shared
responsibility of teachers of all disciplines and grade levels.
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Investigate and Understand
Many of the standards in the Science Standards of Learning begin with the phrase “Students will investigate and understand.” This phrase was
chosen to communicate the range of rigorous science skills and knowledge levels embedded in each standard. Limiting a standard to one
observable behavior, such as “describe” or “explain,” would have narrowed the interpretation of what was intended to be a rich, highly rigorous,
and inclusive content standard.
“Investigate” refers to scientific methodology and implies systematic use of the following inquiry skills:

observing;

classifying and sequencing;

communicating;

measuring;

predicting;

hypothesizing;

inferring;

defining, controlling, and manipulating variables in experimentation;

designing, constructing, and interpreting models; and

interpreting, analyzing, and evaluating data.
“Understand” refers to various levels of knowledge application. In the Science Standards of Learning, these knowledge levels include the ability
to:

recall or recognize important information, key definitions, terminology, and facts;

explain the information in one’s own words, comprehend how the information is related to other key facts, and suggest additional
interpretations of its meaning or importance;

apply the facts and principles to new problems or situations, recognizing what information is required for a particular situation, using the
information to explain new phenomena, and determining when there are exceptions;

analyze the underlying details of important facts and principles, recognizing the key relations and patterns that are not always readily
visible;
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
arrange and combine important facts, principles, and other information to produce a new idea, plan, procedure, or product; and

make judgments about information in terms of its accuracy, precision, consistency, or effectiveness.
Therefore, the use of “investigate and understand” allows each content standard to become the basis for a broad range of teaching objectives,
which the school division will develop and refine to meet the intent of the Science Standards of Learning.
Application
Science provides the key to understanding the natural world. The application of science to relevant topics provides a context for students to build
their knowledge and make connections across content and subject areas. This includes applications of science among technology, engineering,
and mathematics, as well as within other science disciplines. Various strategies can be used to facilitate these applications and to promote a better
understanding of the interrelated nature of these four areas.
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Earth Science
The Earth Science standards connect the study of Earth’s composition, structure, processes, and history; its atmosphere, fresh water, and oceans;
and its environment in space. The standards emphasize historical contributions in the development of scientific thought about Earth and space. The
standards stress the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilization
of science skills in systematic investigation. Problem solving and decision making are an integral part of the standards, especially as they relate to
the costs and benefits of utilizing Earth’s resources. Major topics of study include plate tectonics, the rock cycle, Earth history, the oceans, the
atmosphere, weather and climate, and the solar system and universe.
The Earth Science standards continue to focus on student growth in understanding the nature of science. This scientific view defines the
idea that explanations of nature are developed and tested using observation, experimentation, models, evidence, and systematic processes.
The nature of science includes the concepts that scientific explanations are based on logical thinking; are subject to rules of evidence; are
consistent with observational, inferential, and experimental evidence; are open to rational critique; and are subject to refinement and
change with the addition of new scientific evidence. The nature of science includes the concept that science can provide explanations about
nature and can predict potential consequences of actions, but cannot be used to answer all questions.
ES.1
The student will plan and conduct investigations in which
a) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated
utilizing the most appropriate tools;
b) technologies, including computers, probeware, and geospatial technologies, are used to collect, analyze, and report data and to
demonstrate concepts and simulate experimental conditions;
c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted;
d) maps and globes are read and interpreted, including location by latitude and longitude;
e) variables are manipulated with repeated trials; and
f) current applications are used to reinforce Earth science concepts.
ES.2
The student will demonstrate an understanding of the nature of science and scientific reasoning and logic. Key concepts include
a) science explains and predicts the interactions and dynamics of complex Earth systems;
b) evidence is required to evaluate hypotheses and explanations;
c) observation and logic are essential for reaching a conclusion; and
d) evidence is evaluated for scientific theories.
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Grade 9 Earth Science Curriculum Guide
ES.3
2012
The student will investigate and understand the characteristics of Earth and the solar system. Key concepts include
a) position of Earth in the solar system;
b) sun-Earth-moon relationships; (seasons, tides, and eclipses);
c) characteristics of the sun, planets and their moons, comets, meteors, and asteroids; and
d) the history and contributions of space exploration.
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ES.4
The student will investigate and understand how to identify major rock-forming and ore minerals based on physical and chemical
properties. Key concepts include
a) hardness, color and streak, luster, cleavage, fracture, and unique properties; and
b) uses of minerals.
ES.5
The student will investigate and understand the rock cycle as it relates to the origin and transformation of rock types and how to
identify common rock types based on mineral composition and textures. Key concepts include
a) igneous rocks;
b) sedimentary rocks; and
c) metamorphic rocks.
ES.6
The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include
a) fossil fuels, minerals, rocks, water, and vegetation;
b) advantages and disadvantages of various energy sources;
c) resources found in Virginia; and
d) environmental costs and benefits.
ES.7
The student will investigate and understand geologic processes including plate tectonics. Key concepts include
a) geologic processes and their resulting features; and
b) tectonic processes.
ES.8
The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of
humans. Key concepts include
a) processes of soil development;
b) development of karst topography;
c) relationships between groundwater zones, including saturated and unsaturated zones, and the water table;
d) identification of sources of fresh water including rivers, springs, and aquifers, with reference to the hydrologic cycle;
e) dependence on freshwater resources and the effects of human usage on water quality; and
f) identification of the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.
ES.9
The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by
studying rocks and fossils. Key concepts include
a) traces and remains of ancient, often extinct, life are preserved by various means in many sedimentary rocks;
b) superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating bodies of rock;
c) absolute and relative dating have different applications but can be used together to determine the age of rocks and structures; and
d) rocks and fossils from many different geologic periods and epochs are found in Virginia.
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ES.10
The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and are subject to
long- and short-term variations. Key concepts include
a) physical and chemical changes related to tides, waves, currents, sea level and ice cap variations, upwelling, and salinity variations;
b) importance of environmental and geologic implications;
c) systems interactions;
d) features of the sea floor as reflections of tectonic processes; and
e) economic and public policy issues concerning the oceans and the coastal zone including the Chesapeake Bay.
ES.11
The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes, biologic
processes, and human activities on its composition and dynamics. Key concepts include
a) scientific evidence for atmospheric composition changes over geologic time;
b) current theories related to the effects of early life on the chemical makeup of the atmosphere;
c) atmospheric regulation mechanisms including the effects of density differences and energy transfer; and
d) potential changes to the atmosphere and climate due to human, biologic, and geologic activity.
ES.12
The student will investigate and understand that energy transfer between the sun and Earth and its atmosphere drives weather and climate on
Earth. Key concepts include
a) observation and collection of weather data;
b) prediction of weather patterns;
c) severe weather occurrences, such as tornadoes, hurricanes, and major storms; and
d) weather phenomena and the factors that affect climate including radiation, conduction, and convection.
ES.13
The student will investigate and understand scientific concepts related to the origin and evolution of the universe. Key concepts include
a) cosmology including the Big Bang theory; and
b) the origin and evolution of stars, star systems, and galaxies.
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GRADE 9 EARTH SCIENCE CURRICULUM GUIDE FOR
ROANOKE COUNTY SCHOOLS
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Grade 9 Earth Science Curriculum Guide
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Pacing Chart
SOL
Concept
Pacing
Text Reference
ES.1: a; b; c; d; e; ES.2: a, Oceanography
b; c; d; e; ES.3: a, c, d;
(Include Scientific Method and Density)
ES.4: a, b; ES.8: a, b, c;
DOE: Investigating Earth’s Surface, Earth’s Natural
ES.9: d, e, f; ES.10: b, c; [Va
Resources, and Oceanography]
ES.11: a, b, c, d, e; ES.12:
b; ES.13: c, d
2.5 weeks
Chapters 14, 15, 16
ES.1: a, b, c; ES.2: a, b, Meteorology
c, d, e; ES.3: a, b; ES.4: a, (Include some measurement)
b; ES.7: d ES.11: c;
ES.12: a, b, c, d, e; ES.13: [Va DOE: Meteorology]
a, b, c, d
3 weeks
Chapters 17, 18, 19, 20, 21
ES.1: b, c; ES.3: a, b, c, d
3 weeks
Chapter 1
2.5 weeks
Chapter 2
2.5 weeks
Chapters 3, 10
3-4 weeks
Chapters 3, 8, 9, 11
Map Skills
(Include measurement and Physiographic map of
Virginia)
[Va DOE: Map Skills]
ES.1: a ES.5: a, b
Geology: Minerals
(Include elements; introduce Natural Resources)
[Va DOE: Geology—Minerals]
ES.1: a, b, c; ES.5: a, b;
ES.6: a; ES.8: b, c
Geology:
Igneous Rocks/Volcanism
[Va DOE: Geology—Rocks]
ES.1: b, c; ES.2: a, b, c;
ES.6: c; ES.8: a, b, c;
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Geology:
Grade 9 Earth Science Curriculum Guide
ES.11: c, d;
2012
Metamorphic Rocks/Diastrophism/Plate
Tectonics
[Va DOE: Geology—Rocks and Plate Tectonics]
3.5 weeks
Chapters 2, 3, 5, 7
2 weeks
Chapters 12. 13
1-2 weeks
Chapter 6
ES.3 a; ES.5 a, b; ES. 6: Geology: VA Geology:
a, b, c; ES.7: a, b, c, d, e; Alternative and Natural Resources
ES.8: a, b, c; ES.9: b, c,
[Va DOE: Investigating Earth’s Surface and Natural Resources]
d, e, f; ES.11: b
2 weeks
Chapters 2, 3, 4, 9, 11, 12,
13, 14
ES.1: c, e; ES.2: a, b, c, Astronomy
d; ES.4: a, b, c, d; ES.12: [Va DOE: Astronomy]
c, d; ES.14: a, b, c, d, e
4 week
ES.2: a; ES.6: a, b, c;
ES.8: a, b; ES.9: a
Geology:
Sedimentary Rocks/Rock Cycle/
Weathering/Erosion/Soils
[Va DOE: Geology—Rocks]
ES.1: c, e; ES.2: a, b, c,
d, e; ES.6: b; ES.8: b;
ES.10: a, b, c, d
Geology: Paleontology
ES.1: a, b, c, e; ES.6: b;
ES.9: a, b, c, d, e, f
Geology: Hydrology/Watersheds/Karst
iv
[Va DOE: Geology—Investigating Earth’s Surface and
Investigating Earth’s History]
[Va DOE: Investigating Earth’s Surface]
SOL Review
1 week
SOL Testing
1 week
Exam Review
1 week
Chapters 22, 23, 24, 25
Grade 9 Earth Science Curriculum Guide
Final Exams
2012
0.5 weeks
NOTE: There are 36 weeks in the school year and the content schedule is for 33 weeks. This allows the Standards of Learning to be
covered before the test is administered and accounts for a semester exam or for nine weeks testing. This is a strict schedule that does
not leave any time for missed or shortened days.
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Standard ES.1
ES.1
The student will plan and conduct investigations in which
a) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated
utilizing the most appropriate tools;
b) technologies, including computers, probeware, and geospatial technologies, are used to collect, analyze, and report data and to
demonstrate concepts and simulate experimental conditions;
c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted;
d) maps and globes are read and interpreted, including location by latitude and longitude;
e) variables are manipulated with repeated trials; and
f) current applications are used to reinforce Earth science concepts.
Essential Understanding,
Knowledge, Processes, and Skills
Understanding Standard ES.1
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will

Density expresses the relationship
between mass and volume.


Information and data collected can be
organized and expressed in the form of
charts, graphs, and diagrams.

Scale relates to actual distance.

Topographic maps and satellite imagery
are two-dimensional models that provide
information defining three-dimensional
landforms. They contain extensive
information related to geographic as well
as human structures and changes to the
land surface, and are useful in
understanding geologic processes.
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

measure mass and volume of regular and
irregular shaped objects and materials
using common laboratory tools,
including metric scales and graduated
cylinders.
apply the concept of mass per unit
volume and calculate density without
being given a formula.
record data in systematic, properlylabeled, multicell tables, and using data,
construct and interpret continuous line
graphs, frequency distributions, bar
graphs, and other explicating graphics
that present a range of parameters,
relationships, and pathways.
Activities and Resources
Prentice Hall Skills Introduction Handout
Determining Density Lab & Practice Problems
Measuring Volume Lab
Archimedes Principle Density
National Park Service Reading a Map
Simulation
USGS-Topographic Maps website
Topographic Map Symbols
Profile Practice Handout/ PDF
Longitude & Latitude Practice
Mapping Our World
Viewpoints & Maps Handout
Grade 9 Earth Science Curriculum Guide

Grid systems of latitude and longitude
are used to define locations and
directions on maps, globes, and charts.
2012

interpret data from a graph or table that
shows changes in temperature or
pressure with depth or altitude.

interpret landforms, water features, map
scale, horizontal distance between points,
elevation and elevation changes, latitude
and longitude, human-made structures
and other pertinent features on 7.5
minute quadrangles on topographic
maps.

construct profiles from topographic
contours.

use latitude and longitude down to
minutes, with correct north-south and
east-west designations, to locate points
on a map.
WIDA Standards
Grade Level: 9
ES.1 The student will plan and conduct investigations in which
a) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are
calculated utilizing the most appropriate tools;
b) technologies, including computers, probeware, and geospatial technologies, are used to collect, analyze, and report data and to
demonstrate concepts and simulate experimental conditions;
c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted;
d) maps and globes are read and interpreted, including location by latitude and longitude;
e) variables are manipulated with repeated trials; and
f) current applications are used to reinforce Earth science concepts.
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- Level 1:
Entering
- Level 2:
Emerging
- Level 3:
Developing
- Level 4:
Expanding









Sort lab devices
(balance, graduated
cylinder) by picture or
device.
Draw a picture of lab
devices used in
measurement.
Find country(ies) on a
globe.
Draw a circle and label
latitude and longitude.
Draw a “map” and label
latitude and longitude.
Trace a path using a
GPS to locate items.




-
Practice using lab
devices in
measurements.
Describe the use for
each lab device.
Associate measurement
units (mass, liter) with
correct device.
Locate a continents and
then a city on a map
using latitude and
longitude.
Trace a path using a
GPS to locate items.



Interpret the function
of the device with the
unit.
Describe units for mass,
volume, density,
distance. Use formulas
to mathematically
determine the units
(i.e.density)
Locate cities using a
map using latitude and
longitude.
Trace a path using a
GPS to locate items.



Demonstrate use of lab
devices and determine
measurement devices.
Apply units in formulas
to determine the
mathematics of
measurements (i.e.
density)
Locate cities on
multiple map types.
Trace a path using a
GPS to locate items.
-
-
Standard ES.2
ES.2
viii
The student will demonstrate an understanding of the nature of science and scientific reasoning and logic. Key concepts include
a) science explains and predicts the interactions and dynamics of complex Earth systems;
b) evidence is required to evaluate hypotheses and explanations;
c) observation and logic are essential for reaching a conclusion; and
d) evidence is evaluated for scientific theories.
Grade 9 Earth Science Curriculum Guide
Understanding Standard ES.2
2012
Essential Understanding, Knowledge,
Processes, and Skills
Activities and Resources
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected that
students will
Scientific Method & Safety Rules

The nature of science refers to the
foundational concepts that govern the
way scientists formulate explanations
about the natural world. The nature of
science includes the concepts
a) the natural world is
understandable;
b) science is based on evidence both observational and
experimental;
c) science is a blend of logic and
innovation;
d) scientific ideas are durable yet
subject to change as new data are
collected;
e) science is a complex social
endeavor; and
f) scientists try to remain objective
and engage in peer review to help
avoid bias.

Observations & Predictions Handout
Earth is a dynamic system, and all
atmospheric, lithospheric, and
hydrospheric processes interrelate and
influence one another.


ix
A hypothesis is a tentative explanation
that accounts for a set of facts and can
be tested by further investigation. Only
hypotheses that are testable are valid. A
analyze how natural processes explain
multiple aspects of Earth systems and
their interactions (e.g., storms,
earthquakes, volcanic eruptions, floods,
climate, mountain chains and landforms,
geological formations and stratigraphy,
fossils) can be used to make predictions of
future interactions and allow scientific
explanations for what has happened in the
past.

make predictions, using scientific data and
data analysis.

use data to support or reject a hypothesis.

differentiate between systematicallyobtained, verifiable data and unfounded
claims.

evaluate statements to determine if
systematic science is used correctly,
consistently, thoroughly, and in the proper
context.

distinguish between examples of
observations and inferences.

explain how scientific methodology is
used to support, refute, or improve
scientific theories.

contrast the formal, scientific use of the
term “theory” with the everyday
Scientific Methods in Earth Science
Scientific Method Bikini Bottom Experiments
Observation & Inference statements
Air Plane Lab
Gummy Bear Lab
Origami Jumping Frog Lab
Grade 9 Earth Science Curriculum Guide
hypothesis can be supported, modified,
or rejected based on collected data.
Experiments are designed to test
hypotheses.

Scientific theories are systematic sets of
concepts that offer explanations for
observed patterns in nature. Theories
provide frameworks for relating data
and guiding future research. Theories
may change as new data become
available. Any valid scientific theory
has passed tests designed to invalidate
it.

There can be more than one scientific
explanation for phenomena. However,
with competing explanations, generally
one idea will eventually supersede the
other as new tools, new observations,
and verified data become available.

Changing relevant variables will
generally change the outcome.

Scientific laws are generalizations of
observational data that describe patterns
and relationships. Laws may change as
new data become available.
2012
nontechnical usage of “theory.”

compare and contrast hypotheses,
theories, and scientific laws. For example,
students should be able to
compare/contrast the Law of
Superposition and the Theory of Plate
Tectonics.
WIDA Standards
Grade Level: 9
ES.2
x
The student will demonstrate an understanding of the nature of science and scientific reasoning
and logic. Key concepts include
Grade 9 Earth Science Curriculum Guide
2012
a) science explains and predicts the interactions and dynamics of complex Earth systems;
b) evidence is required to evaluate hypotheses and explanations;
c) observation and logic are essential for reaching a conclusion; and
d) evidence is evaluated for scientific theories.
- Level 1:
Entering
- Level 2:
Emerging
- Level 3:
Developing
- Level 4:
Expanding




Draw, label, and define
the cycles

Using an example,
name the parts of the
scientific method

Draw the various
interacting cycles (rock,
water)
Label each phase of the
cycles

Draw and label the
various interacting
cycles
Define each phase of
the cycles

Draw, label, and define
the cycles
Define the terms in the
scientific method
-
xi
-
Topic Related Vocabulary:
-
Supports: pictures/diagrams of the cycles, chart of the steps in the scientific method
rock cycle, water cycle, atmosphere, lithosphere, biosphere, ocean, evaporation,
condensation, precipitation, runoff, groundwater, hypothesis, observation, conclusion
Grade 9 Earth Science Curriculum Guide
2012
Standard ES.3
ES.3
The student will investigate and understand the characteristics of Earth and the solar system. Key concepts include
a) position of Earth in the solar system;
b) sun-Earth-moon relationships (seasons, tides, and eclipses);
c) characteristics of the sun, planets and their moons, comets, meteors, and asteroids; and
d) the history and contributions of space exploration.
Understanding Standard ES.3
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will




xii
Essential Understanding,
Knowledge, Processes, and Skills
The solar system consists of many types
of celestial bodies. Earth is the third
planet from the sun and is located
between the sun and the asteroid belt. It
has one natural satellite, the moon. Water
occurs on Earth as a solid (ice), a liquid,
or a gas (water vapor) due to Earth’s
position in the solar system.
Earth revolves around the sun tilted on its
axis. The axial tilt is responsible for the
incidence and duration of sunlight striking
a given hemisphere that varies during the
Earth’s revolution around the Sun, thus
causing seasons. Equinoxes and solstices
represent four distinct quarterly points
signaling the cyclic change of seasons.
The moon revolves around Earth creating
the moon phases and eclipses. Solar
eclipses occur when the moon blocks
sunlight from Earth’s surface, while lunar
eclipses occur when Earth blocks sunlight
analyze the role of 1) the position of
Earth in the Solar System; 2) the size
of Earth and sun; and 3) Earth’s axial
tilt in affecting the evolution of the
planet and life on the planet.

analyze historical explanations for the
origin of the moon.

create a model showing the position
of Earth, the moon, and the resulting
moon phases.

explain why there is not a solar and
lunar eclipse each month.

create a model showing the position
of Earth, moon, and sun during a solar
and lunar eclipse.

differentiate between the inner
(terrestrial) planets and the outer
(gaseous) planets and their
corresponding atmospheric
characteristics.
Activities and Resources
Solar System Diagram
Universe Cycle-Solar System Lab
Comparative Planetology
Eclipse Interactive Simulation
Phases of Moon Sky Sequence
Asteroid, Comet, or Meteor Table
Space Exploration Time Line
Telescopes Internet Handout
Grade 9 Earth Science Curriculum Guide
from reaching the moon’s surface.

The tides are the periodic rise and fall of
water level caused by the gravitational
pull of the sun and moon.

The sun consists largely of hydrogen gas.
Its energy comes from nuclear fusion of
hydrogen to helium.

There are essentially two types of planets
in our solar system. The four inner
(terrestrial) planets consist mostly of solid
rock. The four outer planets are gas
giants, consisting of thick outer layers of
gaseous materials, perhaps with small
rocky cores.


Moons are natural satellites of planets and
vary widely in composition.

Comets orbit the sun and consist mostly
of frozen gases.



xiii
The dwarf planet, Pluto, has an unknown
composition but appears to be solid. It is
part of the Kuiper Belt.
A meteoroid is debris located outside
Earth's atmosphere; a meteor is debris
located within Earth's atmosphere; and a
meteorite is debris that has broken apart
into smaller pieces before reaching Earth's
surface.
Asteroids are usually leftover debris of
the formation of the solar system, or
creations of the collisions of other
asteroids.
The atmosphere of Venus is mostly
2012

compare and contrast the internal
makeup of the four inner planets and
explain why they vary so
significantly.

compare and contrast the
atmospheres, planetary makeup,
surface conditions, and rotation of the
planets.

compare the classification of the
dwarf planet Pluto to the planets in
relation to its orbit, and its similarity
to other objects in the Kuiper Belt.

compare and contrast the defining
characteristics among moons, comets,
meteoroids, and asteroids.

compare and contrast the
characteristics of Venus, Earth,
Mercury, and Mars, and interpret
various reasons why each planet has
such characteristics.

predict what conditions we would
need to have in place for another
celestial object to support life.

compare the various types of evidence
obtained from the Apollo moon
landings and other lunar exploration
and how this is used to inform
thinking about the moon.

analyze how the role of technology
(Galileo’s telescope, Hubble
telescope, planetary orbiters,
landers/rovers) has contributed to
Grade 9 Earth Science Curriculum Guide
2012
carbon dioxide and very dense. The
atmosphere of Mars is very thin and
mostly carbon dioxide.

social and scientific change and
enlightenment.

Much of our knowledge about the solar
system is a result of space exploration
efforts. These efforts continue to improve
our understanding of the solar system.
create a timeline of key events in
space exploration.
WIDA Standards
Grade Level: 9
ES.3
- Level 1:
Entering
- Level 2:
Emerging
- Level 3:
Developing
- Level 4:
Expanding





xiv
The student will investigate and understand the characteristics of Earth and the solar system. Key
concepts include
a) position of Earth in the solar system;
b) sun-Earth-moon relationships (seasons, tides, and eclipses);
c) characteristics of the sun, planets and their moons, comets, meteors, and asteroids; and the
history and contributions of space exploration
Point to planets, the
moon, the sun, and
astronomical bodies on
a 3-D model of the solar
system
Draw the solar system
to include the planets,
moon, sun, and
astronomical bodies

Draw the solar system
to include the planets,
moon, sun, and
astronomical bodies
Identify the distances in
space by a model solar
system in the
class/hall/outside

Develop a 3-D model of
the solar system
Identify the bodies in
the solar system on a
chart

Develop a 3-D model of
the solar system
Present the model wit
two characterisitics of
the astronomical bodies
on their model
Grade 9 Earth Science Curriculum Guide
2012
-
Topic Related Vocabulary:
-
Supports: 3-D model of the solar system, charts/diagrams of the solar system,
Solar system, sun, moon, planets, Mercury, Venus, Earth, Mars, asteroid belt,
Jupiter, Saturn, Neptune, Uranus, Kuiper Belt, Oort Cloud, rotation, revolution, gravity
meter sticks, adding machine tape
Standard ES.4
ES.4
The student will investigate and understand how to identify major rock-forming and ore minerals based on physical and chemical
properties. Key concepts include
a) hardness, color and streak, luster, cleavage, fracture, and unique properties; and
b) uses of minerals.
Essential Understanding,
Knowledge, Processes, and Skills
Understanding Standard ES.4

There is a difference between rocks and
minerals. Most rocks are made of one or
more minerals.

A mineral is a naturally occurring,
inorganic, solid substance with a
definite chemical composition and
structure and can be identified based on
specific chemical and physical
properties.


xv
The major elements found in Earth’s
crust are oxygen, silicon, aluminum,
and iron. The most abundant group of
minerals is the silicates, which contain
silicon and oxygen. Some common
silicates include feldspar and quartz.
The carbonate group of minerals is
composed of the carbonate compound
Activities and Resources
In order to meet this standard, it is expected
that students will
Mineral Identification Lab

Properties of Common Minerals Table

analyze why certain common metallic
elements (iron, aluminum, silicon) are
rarely, if ever, found in the native state.
analyze the distribution and persistence
of minerals at or near Earth’s surface in
terms of Earth’s general structure, plate
tectonics, and chemical and physical
weathering.

analyze the relationship between the
qualities of cleavage, fracture, and
hardness and the molecular structure
and chemistry of silicates, carbonates,
and oxides.

identify minerals by their physical
Mohs Hardness Scale Table
Mineral Identification Guide
Ore Uses Internet Handout
Mining for Ores Lab
Grade 9 Earth Science Curriculum Guide
2012
CO3. Some common carbonates are
calcite and dolomite.
properties, such as hardness, color,
luster, and streak.

The oxide group of minerals is
composed of oxygen and a metal.
Some common oxides include hematite
and magnetite.

Minerals are important to human wealth
and welfare.

recognize some major rock-forming
minerals such as quartz, feldspar,
calcite, and mica.

recognize ore minerals including pyrite,
magnetite, hematite, galena, graphite,
and sulfur.
WIDA Standards
Grade Level: 9
ES.4 The student will investigate and understand how to identify major rock-forming and ore
minerals based on physical and chemical properties. Key concepts include
a) hardness, color and streak, luster, cleavage, fracture, and unique properties; and
b) uses of minerals.
- Level 1:
- Level 2:
- Level 3:
- Level 4:
Entering
Emerging
Developing
Expanding


xvi
Identify colors of
minerals.
Scratch minerals on the
streak plate to identify
streak color


Draw and label the
tests performed to
identify minerals
Practice each test and
attempt to identify


Draw and label the
tests performed to
identify minerals
Identify 5 minerals
using the tests


Identify 10 minerals
using the mineral tests
On a chart, list uses for
different minerals
-
Topic Related Vocabulary:
-
Supports: mineral samples, mineral ID test kit, mineral ID charts, diagram of various ores and uses of minerals
luster, streak, color, hardness, Moh’s Scale, iron nail, glass, penny, streak plate, hand
lens, ore, construction, metal/metallic, nonmetallic
Grade 9 Earth Science Curriculum Guide
2012
Standard ES.5
ES.5
The student will investigate and understand the rock cycle as it relates to the origin and transformation of rock types and how to
identify common rock types based on mineral composition and textures. Key concepts include
a) igneous rocks;
b) sedimentary rocks; and
c) metamorphic rocks.
Essential Understanding,
Knowledge, Processes, and
Skills
Understanding Standard ES.5
The concepts developed in this standard
include the following:
In order to meet this standard, it is
expected that students will



The processes by which rocks are
formed define the three major groups of
rocks.

The rock cycle is the process by which
all rocks are formed and how basic
Earth materials are recycled through
time.

xvii
Rocks can be identified on the basis of
mineral content and texture.
Igneous rock forms from molten rock
that cools and hardens either below or
on Earth’s surface. Extrusive igneous
rocks have small or no crystals, resulting
in fine-grained or glassy textures and
include pumice, obsidian, and basalt.
Intrusive igneous rocks have larger
crystals and a coarser texture and


comprehend and identify various
igneous rock textural features and
mineral components with a hand
sample or by description, and
analyze the significance of these
features in terms of mode of origin
and history.
analyze and identify various
sedimentary rocks in terms of mode
of origin and history, using
sedimentary features (grain size,
texture, and composition).
analyze the major groups of
metamorphic rocks for mineral
composition and textural features
and determine the potential parent
rock and in terms of the rock cycle.
Activities and Resources
Rock Cycle Video/ Laser disk & Diagram
Igneous Rock Lab
Igneous Intrusion Features
Metamorphic Rock Lab
Sedimentary Rock Lab
Rock Cycle Simulation Lab
Magic Square Rock Cycle
Grade 9 Earth Science Curriculum Guide
include granite.


Sedimentary rocks may be formed either
by rock fragments or organic matter
being bound together or by chemical
precipitation. Clastic sedimentary rocks
are made up of fragments of other rocks
and include sandstone, conglomerate,
and shale. Non-clastic sedimentary
rocks include limestone and rock salt.
Metamorphic rocks form when any rock
is changed by the effects of heat,
pressure, or chemical action. Foliated
metamorphic rocks have bands of
different minerals and include slate,
schist, and gneiss. Unfoliated
metamorphic rocks have little or no
banding and are relatively homogenous
throughout and include marble and
quartzite.
WIDA Standards
Grade Level: 9
xviii
2012

analyze a sequence of rocks in
terms of types, textures,
composition, fossils, structural, and
weathering features in order to infer
the history of the sequence over
time.

integrate the rock cycle with Plate
Tectonics Theory and determine
how this is reflected in the geology
of Virginia’s five physiographic
provinces.

classify the following rock types as
igneous, metamorphic, or
sedimentary: pumice, obsidian,
basalt, granite, sandstone,
conglomerate, shale, limestone,
slate, schist, gneiss, marble, and
quartzite.

differentiate between clastic and
non-clastic sedimentary rocks.

compare and contrast distinguishing
characteristics of the crystal
structure and textures of extrusive
and intrusive igneous rocks.

describe the structure of foliated and
unfoliated metamorphic rocks.
Grade 9 Earth Science Curriculum Guide
2012
ES.5
The student will investigate and understand the rock cycle as it relates to the origin and
transformation of rock types and how to identify common rock types based on mineral
composition and textures. Key concepts include
a) igneous rocks;
b) sedimentary rocks; and
c) metamorphic rocks.
- Level 1:
- Level 2:
- Level 3:
- Level 4:
Entering
Emerging
Developing
Expanding


-
Examine different rock
specimens
Label rocks on the rock
cycle drawing/diagram


Examine different rocks
and identify 3 (one
form each type)
List rocks on the rock
cycle drawing according
to formation


Identify 5 rocks using a
rock ID kit and chart
List rocks and uses of
rocks on the rock cycle
diagram


Identify 9 rocks using a
rock ID kit and chart
Describe 5 rocks by
composition,
formation, and use
Topic Related Vocabulary: igneous, sedimentary, metamorphic, cooling, recrystallization, weathering, erosion,
cemetation, compaction, pressure, foliation, non-foliation, texture, plutonic/intrusive, volcanic/extrusive, clastic, chemical,
biological, precipitation (gas + liquid = solid), evaporation
-
xix
Supports: rock specimens, rock ID kit, rock ID charts, rock cycle diagrams
Grade 9 Earth Science Curriculum Guide
2012
Standard ES.6
ES.6
The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include
e) fossil fuels, minerals, rocks, water, and vegetation;
f) advantages and disadvantages of various energy sources;
g) resources found in Virginia; and
h) environmental costs and benefits.
Understanding Standard ES.6
Activities and Resources
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will
Renewable & Non-renewable Handout with
Need Energy Books

Resources are limited and are either
renewable or nonrenewable.

Virginia Mineral Resource Map

There are advantages and disadvantages
to using any energy source.

Virginia has many natural resources.

Modern living standards are supported
by extensive use of both renewable and
nonrenewable resources.

Extraction and use of any resource
carries an environmental cost that must
be weighed against economic benefit.

Renewable resources can be replaced by
nature at a rate close to the rate at which
they are used. Renewable resources
include vegetation, sunlight, and surface
water.

xx
Essential Understanding,
Knowledge, Processes, and Skills
Nonrenewable resources are replenished
very slowly or not at all. Nonrenewable
resources include coal, oil, and minerals.
analyze the formation of fossil fuels in
terms of the rock cycle and Plate
Tectonics Theory, and relate the
formation of fossil fuels to ancient
biologic and atmospheric conditions
and changes and locations within
Virginia.

analyze how Virginia’s production
and use of various natural resources
has changed over time. Define and
cite differences over time especially
in the last 150 years.

evaluate Virginia’s potential as a
producer of renewable energy
sources.

assess the role of fossil fuels and
renewable energy sources in the
future and compare and contrast the
environmental benefits and costs
among the various options.
Coal Formation
Grade 9 Earth Science Curriculum Guide
2012

Fossil fuels are nonrenewable and may
cause pollution, but they are relatively
cheap and easy to use once they are
extracted.

In Virginia, major rock and mineral
resources include coal for energy, gravel
and crushed stone for road construction,
silica for electronics, zirconium and
titanium for advanced metallurgy, and
limestone for making concrete.


analyze the advantages and
disadvantages of various energy
sources.

analyze a range of emerging energy
and mineral resources in Virginia in
terms of costs and benefits.

determine the sources of clean water
in their community and analyze
consumption and supply data.
Clean water resources, while renewable,
are directly impacted by human activity
through extraction and pollution.
WIDA Standards
Grade Level: 9
ES.6 The student will investigate and understand the differences between renewable
and nonrenewable resources. Key concepts include
i) fossil fuels, minerals, rocks, water, and vegetation;
j) advantages and disadvantages of various energy sources;
k) resources found in Virginia; and
l) environmental costs and benefits.
- Level 1:
- Level 2:
- Level 3:
- Level 4:
Entering
Emerging
Developing
Expanding

xxi
Point to renewable and

Circle and/or highlight

Label and draw the

Summarize each
Grade 9 Earth Science Curriculum Guide

-
nonrenewable
resources on a chart or
picture
Circle and/or highlight
renewable and
nonrenewable
resources on a
worksheet
2012

renewable and
nonrenewable
resources on a
worksheet
Compare and contrast
fuels

formation of various
fossil fuels
Draw the fuel sources
on a map of Virginia

resource as renewable
or nonrenewable, uses,
pollution amounts on a
chart
Locate areas in Virginia
on a map and label
where each fuel source
is mined
Topic Related Vocabulary: resource, renewable resource, nonrenewable resource, fossil fuels, petroleum, natural
gas, coal, peat, lignite, bituminous coal, anthracite coal, solar energy, hydroelectric, wind power, geothermal, ore
-
ii
Supports: Graphs/charts of different types of fuels, map of Virginia
Standard ES.7
Grade 9 Earth Science Curriculum Guide
ES.7
The student will investigate and understand geologic processes including plate tectonics. Key concepts include
a)
geologic processes and their resulting features; and
b)
tectonic processes.
Understanding Standard ES.7
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will

Virginia has a billion-year-long
tectonic and geologic history.

Virginia has five physiographic
provinces produced by past episodes
of tectonic activity and continuous
geologic activity.

Each province has unique physical
characteristics resulting from its
geologic past.







iii
2012
Geologic processes produce
characteristic structures and features.
The five physiographic provinces of
Virginia are Coastal Plain, Piedmont,
Blue Ridge, Valley and Ridge, and
Appalachian Plateau.
The Coastal Plain is a flat area
composed of young, unconsolidated
sediments underlain by older
crystalline basement rocks. These
layers of sediment were produced by
erosion of the Appalachian Mountains
and Piedmont and then deposited on
the Coastal Plain when sea levels were
higher in the past.
The Piedmont is an area of rolling hills
underlain by mostly ancient igneous
and metamorphic rocks. The igneous
rocks are the roots of volcanoes
formed during an ancient episode of
subduction that occurred before the
formation of the Appalachian





label on a map the physiographic
provinces of Virginia.
comprehend the topographic, rocktype and geologic-structural
characteristics of each physiographic
province of Virginia.
analyze the geologic history of
Virginia in terms of the structures,
rock types, and topography
represented in the five physiographic
provinces.
integrate and interpret the rock cycle,
plate tectonics, and Virginia’s geology
in an interacting diagram.
analyze how multiple continental
collisions and rifting events over the
last billion years have created the
current physiography of Virginia.
comprehend and apply the details of
Plate Tectonics Theory to the
formation of continents, mountain
chains, island arcs, deep open
trenches, earthquake zones, and
continental and mid-ocean volcanism.
analyze the composition and structure
of the continental and oceanic
lithosphere in terms of topographic
features, density, thickness, and rates
of motion.
compare and contrast various types of
volcanism and geothermal activity
Activities and Resources
Geographic Regions of Virginia Map & Table
Mount Rogers: Blast from the past article
Geologic Map of Virginia
Virginia Province Internet Handout
Provinces of Virginia Map Activity
Plate Boundaries Reading & Diagrams
Plate Tectonics Map
Plate Boundaries Lab
A Plate Tectonics Puzzle
USGS Earth Interior Website
Seafloor Spreading Model
Seafloor Spreading Lab
USGS Types of Volcanoes Handout
Virtual Volcano
Faults & Folds Lab & Diagrams
Earthquake Location
Earthquake Lab
Weathering Park
Grade 9 Earth Science Curriculum Guide
2012
WIDA Standards
Grade Level: 9
ES.7 The student will investigate and understand geologic processes including plate
tectonics. Key concepts include
c) geologic processes and their resulting features; and
d) tectonic processes.
- Level 1:
- Level 2:
- Level 3:
- Level 4:
Entering
Emerging
Developing
Expanding


-
Cut out puzzle pieces
representing the plates
and paste to make the
Earth
Label each plate and
movement


Chart each type of
tectonic movement
Cut out puzzle pieces
representing the plates
and paste to make the
Earth


On a chart, label the
movement type, plates
moving, and examples
of features formed on
earth
Label plates on a world
map


On a chart, label the
movement type, plates
moving, and examples
of features formed on
earth
Using latitude and
longitude, plot the
points to determine
what feature was
formed and what type
of plate boundary
Topic Related Vocabulary: plate boundary, divergent, convergent, subduction, transform, volcano, earthquake,
rift valley, mid-ocean ridge, fault, folds
-
iv
Supports: map of the world with plates, plate puzzle, pictures of features formed by plate movement
Standard ES.8
Grade 9 Earth Science Curriculum Guide
ES.8
Understanding Standard ES.8
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will





v
2012
The student will investigate and understand how freshwater resources are influenced by geologic processes and the activities of
humans. Key concepts include
a) processes of soil development;
b) development of karst topography;
c) relationships between groundwater zones, including saturated and unsaturated zones, and the water table;
d) identification of sources of fresh water including rivers, springs, and aquifers, with reference to the hydrologic cycle;
e) dependence on freshwater resources and the effects of human usage on water quality; and
f) identification of the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.

Soil is formed from the weathering of
rocks and organic activity and is
composed of loose rock fragments and
clay derived from weathered rock
mixed with organic material.
Karst topography is developed in areas
underlain by carbonate rocks, including
limestone and dolomite. Karst
topography includes features like caves
and sinkholes and forms when
limestone is slowly dissolved away by
slightly acidic groundwater. Where
limestone is abundant in the Valley and
Ridge province of Virginia, karst
topography is common.
Permeability is a measure of the ability
of a rock or sediment to transmit water
or other liquids. Water does not pass
through impermeable materials. A
substantial amount of water is stored in
permeable soil and rock underground.
Earth’s fresh water supply is finite.
Geological processes, such as erosion,
and human activities, such as waste
disposal, can pollute water supplies.
Water is continuously being passed
through the hydrologic cycle. Fresh
water is necessary for survival and
most human activities.





interpret a simple groundwater
diagram showing the zone of aeration,
the zone of saturation, the water table,
and an aquifer.
interpret a simple hydrologic cycle
diagram, including evaporation,
condensation, precipitation, and
runoff.
locate the major Virginia watershed
systems on a map (Chesapeake Bay,
Gulf of Mexico, and North Carolina
sounds).
analyze the formation of karst in
terms of rock type, solubility and
permeability, uplift, the water table,
and chemical and physical
weathering.
analyze the presence of groundwater
in various types of rock terrains,
including areas found in each of the
physiographic provinces of Virginia.
analyze the relationship between saltwater intrusion in the ground water in
certain areas of eastern Virginia and
buried crater structures.
Activities and Resources
Soil Diagram & Internet Handout
Is Soil Alive Lab
Soil Analysis Lab
Groundwater Internet Site & Diagram
USGS Water
Groundwater Geo Block
Groundwater Glossary
Freshwater Webquest
Porosity & Permeability Lab
Virginia Cooperative Extension-What is a
Watershed?
Virginia Watershed Internet Site
Make your own Watershed Lab
Virginia Watershed Map Puzzle
A Grave Mistake Lab
Grade 9 Earth Science Curriculum Guide
2012
Grade Level: 9
ES.8 The student will investigate and understand how freshwater resources are
influenced by geologic processes and the activities of humans. Key concepts
include
g) processes of soil development;
h) development of karst topography;
i) relationships between groundwater zones, including saturated and unsaturated
zones, and the water table;
j) identification of sources of fresh water including rivers, springs, and aquifers,
with reference to the hydrologic cycle;
k) dependence on freshwater resources and the effects of human usage on water
quality; and
l) identification of the major watershed systems in Virginia, including the
Chesapeake Bay and its tributaries.
- Level 1:
- Level 2:
- Level 3:
- Level 4:
Entering
Emerging
Developing
Expanding


Point to soil layers on a
diagram
View a soil sample and
identify the horizons


View a soil sample and
identify the horizons
Draw the groundwater
zones and label



Draw and label soil horizons
Draw and label the
groundwater zones
Drip vinegar on limestone to
mimic karst formation



-
vi
Topic Related Vocabulary:
Draw and label soil horizons,
groundwater zones, river
development, karst
development
Identify locations in Virginia
with karst
Color the watershed of the
Chesapeake Bay on a
watershed diagram
soil, soil horizon, bedrock, zone of aeration, water table, zone of saturation,
Grade 9 Earth Science Curriculum Guide
2012
groundwater, karst topography, limestone, watershed, tributary, river, aquifer, spring, hydrologic cycle, freshwater
-
Supports: charts/diagrams of groundwater and freshwater features, soil samples, diagram of river systems and watershed
of Virginia
vii
Standard ES.9
Grade 9 Earth Science Curriculum Guide
ES.9
The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by
studying rocks and fossils. Key concepts include
a) traces and remains of ancient, often extinct, life are preserved by various means in many sedimentary rocks;
b) superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating bodies of rock;
c) absolute and relative dating have different applications but can be used together to determine the age of rocks and structures;
and
d) rocks and fossils from many different geologic periods and epochs are found in Virginia.
Understanding Standard ES.9
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will




viii
2012
The history of Earth and the ages of
rocks can be investigated and
understood by studying rocks and
fossils.
Evidence of ancient, often extinct life
is preserved in many sedimentary
rocks. A fossil is the remains,
impression, or other evidence
preserved in rock of the former
existence of life. Fossil evidence
indicates that life forms have changed
and become more complex over
geologic time. Some ways in which
fossils can be preserved are molds,
casts, and original bone or shell.
Relative time places events in a
sequence without assigning any
numerical ages. Fossils, superposition,
and cross-cutting relations are used to
determine the relative ages of rocks.
Absolute time places a numerical age
on an event. Radioactive decay is used
to determine the absolute age of rocks.

The age of Earth is about 4.6 billion
years.

In Virginia, fossils are found mainly in
the Coastal Plain, Valley and Ridge,
and Appalachian Plateau provinces.
Most Virginia fossils are of marine




Activities and Resources
Relative Dating Diagrams
Geologic History of Grand Canyon
describe how life has changed and
become more complex over geologic
time.
Earth Science Lab Relative Dating
interpret a simple geologic history
diagram, using superposition and
cross-cutting relations.
Trilobites as Index Fossils
analyze how radioactive decay
provides a reliable method to
determine the age of many types of
organic and inorganic materials.
analyze the impact and role of global
catastrophies (including
asteroid/comet impacts, volcanism,
continental collisions, climate
collapse) on extinctions and
evolution.
analyze and interpret complex cross
sections using both relative and
absolute dating to unravel and define
the geologic history of the section.
Steno’s Laws
Radioactive Decay Lab
Core Sampling: What’s Really Underneath?
Using Fossils Lab Activity
Fossil Tour Webquest
Half Life lab
What Killed the Dinosaurs Internet Site
Geologic Time Scale Internet
Geologic Time Tape Lab
Earth History Event Cards
Grade 9 Earth Science Curriculum Guide
2012
WIDA Standards
Grade Level: 9
ES.9
The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by
studying rocks and fossils. Key concepts include
e) traces and remains of ancient, often extinct, life are preserved by various means in many sedimentary rocks;
f) superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating bodies of rock;
g) absolute and relative dating have different applications but can be used together to determine the age of rocks and structures; and
h) rocks and fossils from many different geologic periods and epochs are found in Virginia.
- Level 1:
Entering
- Level 2:
Emerging
- Level 3:
Developing
- Level 4:
Expanding





-
Draw a fossil to
correlate with each
time period
Label each time period

Identify rock ages in
simple stratigraphy
Identify and draw a
fossil to correlate with
each time period

Sequence rock layers in
stratigraphy
Predict evolutionary
changes in fossils based
on current evidence
Topic Related Vocabulary: fossils, molds, casts, relative time, absolute time, radioactive decay, superposition,
cross cutting relationships, geologic time, geologic time chart, era, periods, epochs, eons
-
ix

Sequence rock layers in
stratigraphy
Predict evolutionary
changes in fossils based
on current evidence
Supports: geologic time chart, pictures of fossils, diagrams of stratigraphy
Grade 9 Earth Science Curriculum Guide
x
2012
Standard ES.10
Grade 9 Earth Science Curriculum Guide
ES.10
Understanding Standard ES.10
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will


identify the effects of human activities
on the oceans.

analyze the potential impact of a
major environmental disaster on the
base of the food web and vertebrate
organisms; economics; cultures; and
future productivity.

analyze the relationship between
moving continents, the presence of ice
caps, and ocean circulation over long
periods of time.
The ocean is a dynamic system in which
many chemical, biological, and physical
changes are taking place. The oceans are
an important source of food and mineral
resources as well as a venue for
recreation and transportation. Sea level
falls when glacial ice caps grow and rises
when the ice caps melt.

Most waves on the ocean surface are
generated by wind.

There are large current systems in the
oceans that carry warm water towards the
poles and cold water towards the equator.

Upwellings bring cold, nutrient-rich
water from the deep ocean to the surface
and are areas of rich biological activity.
relate important ocean conditions,
including El Niño, to weather on the
continents.

evaluate the role of the marine
environment in the extraction of
carbon dioxide in carbonates and the
production of oxygen.


xi
2012
The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and
are subject to long- and short-term variations. Key concepts include
a) physical and chemical changes related to tides, waves, currents, sea level and ice cap variations, upwelling, and salinity
variations;
b) importance of environmental and geologic implications;
c) systems interactions;
d) features of the seafloor as reflections of tectonic processes; and
e) economic and public policy issues concerning the oceans and the coastal zone including the Chesapeake Bay.
The tides are the periodic rise and fall of
water level caused by the gravitational
pull of the sun and moon.

The oceans’ resources are finite and
should be utilized with care.

Algae in the oceans are an important
source of atmospheric oxygen.

The ocean is the single largest reservoir
of heat at Earth’s surface. The stored heat
in the ocean drives much of Earth’s
weather and causes climate near the


analyze the role of ocean currents in
the distribution of heat from the
equatorial regions to the poles, and
predict what changes may occur as
continents move and atmospheric
conditions and climate vary.
compare Atlantic Ocean and Gulf of
Mexico water temperatures during the
yearly cycle, and relate this to the
formation of storms.
Activities and Resources
National Geographic BP Oil Spill Lab
A Citizen’s Guide to Bioremediation
Reading
Types of Pollution: Pollution Cards
El Nino: Cause and Effect Worksheet
Ocean Current Worksheet
Investigating Isohalines: Geographic
Distribution of Sea Surface Salinity
Chesapeake Bay Pollution Cards
Exploring the Ocean Diagram
The Ocean Floor Profile
Grade 9 Earth Science Curriculum Guide
2012
WIDA Standards
Grade Level: 9
ES.10
The student will investigate and understand that oceans are complex, interactive physical, chemical, and biological systems and are
subject to long- and short-term variations. Key concepts include
f) physical and chemical changes related to tides, waves, currents, sea level and ice cap variations, upwelling, and salinity variations;
g) importance of environmental and geologic implications;
h) systems interactions;
i) features of the seafloor as reflections of tectonic processes; and
j) economic and public policy issues concerning the oceans and the coastal zone including the Chesapeake Bay.
- Level 1:
Entering
- Level 2:
Emerging
- Level 3:
Developing
- Level 4:
Expanding






Locate the oceans on a
map or globe
Locate the Chesapeake
Bay on a map
Label the ocean floor
profile


Locate the oceans and
the Chesapeake Bay on
a map or globe
Describe salinity and
locate areas of high and
low salinity
Label the ocean floor
profile



-
Locate the oceans and
the Chesapeake Bay on
a map or globe
Draw the motion of
currents
Draw the direct and
indirect tides on a
diagram
Label the ocean floor
profile


Interpret tides on a
diagram
Describe salinity and
locate areas of high and
low salinity
Label the ocean floor
profile
-
Topic Related Vocabulary: ocean, salinity, tides, waves, fetch, wavelength, wave height, benthos, nekton,
plankton, continental shelf, continental slope, abyssal plain, mid-ocean ridge, seamount, estuaries
-
Supports: maps/globes, diagram of ocean floor, diagram of ocean salinities, diagram of ocean currents, diagram of tidal
activity
xii
Grade 9 Earth Science Curriculum Guide
2012
Standard ES.11
ES.11
ii
The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic
processes, biologic processes, and human activities on its composition and dynamics. Key concepts include
a) scientific evidence for atmospheric composition changes over geologic time;
b) current theories related to the effects of early life on the chemical makeup of the atmosphere;
c) atmospheric regulation mechanisms including the effects of density differences and energy transfer; and
d) potential changes to the atmosphere and climate due to human, biologic, and geologic activity.
Understanding Standard ES.11
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will


The composition of Earth’s atmosphere
has changed over geologic time. Earth’s
atmosphere is unique in the solar system
analyze the array of climate feedback
mechanisms that control the Earth’s
temperature over time, and compare
Activities and Resources
The Earth’s Early Atmosphere &
Atmospheric Changes Study Guide &
Concept Map
Evolution of the Earth’s Atmosphere
Layers of the Atmosphere Activity
Grade 9 Earth Science Curriculum Guide
2012
in that it contains substantial oxygen.


iii
The most primitive atmosphere was
comprised of mainly helium and
hydrogen. After the moon was formed,
the early atmosphere contained mostly
CO2, CO, and water vapor. This
atmosphere was then modified by early
photosynthetic life.
Early photosynthetic life such as
cyanobacteria (blue-green algae)
consumed carbon dioxide and generated
oxygen. It was only after early
photosynthetic life generated oxygen that
animal life became possible.

Earth’s atmosphere is 21 percent oxygen,
78 percent nitrogen, and 1 percent trace
gases. The composition of the
atmosphere can change due to human,
biologic, and geologic activity. Human
activities have increased the carbon
dioxide content of the atmosphere. Manmade chemicals have decreased the
ozone concentration in the upper
atmosphere. Volcanic activity and
meteorite impacts can inject large
quantities of dust and gases into the
atmosphere.

The ability of Earth’s atmosphere to
absorb and retain heat is affected by the
presence of gases like water vapor and
carbon dioxide.
and contrast these feedback
mechanisms to those operating on
inner planets and the gas giants.

analyze the evidence for atmospheric
compositional change over geologic
time including oxygen and carbon
sinks and the role of photosynthetic
organisms.

explain how volcanic activity or
meteor impacts could affect the
atmosphere and life on Earth.

explain how biologic activity,
including human activities, may
influence global temperature and
climate.
Atmosphere Layers in Circles Activity
Magic Mountain: Temperature VS Altitude
Layers of Earth’s Atmosphere Match Cards
Student Exploration: Greenhouse Effect
Grade 9 Earth Science Curriculum Guide
2012
WIDA Standards
Grade Level: 9
ES.11
The student will investigate and understand the origin and evolution of the atmosphere and the interrelationship of geologic processes,
biologic processes, and human activities on its composition and dynamics. Key concepts include
e) scientific evidence for atmospheric composition changes over geologic time;
f) current theories related to the effects of early life on the chemical makeup of the atmosphere;
g) atmospheric regulation mechanisms including the effects of density differences and energy transfer; and
h) potential changes to the atmosphere and climate due to human, biologic, and geologic activity.
- Level 1:
Entering
- Level 2:
Emerging
- Level 3:
Developing
- Level 4:
Expanding





Draw a bar graph of the
major gases in our
current atmosphere
Label the layers of the
atmosphere

Graph the gases found
in the primary and
secondary atmospheres
Label the layers of the
atmospheres

Graph the gases found
in the primary and
secondary atmospheres
Label the layers of the
atmospheres
-
Topic Related Vocabulary:
-
Supports: diagram of the atmospheric layers, diagrams of the gases in the primary and secondary atmosphere, weather
atmosphere, water cycle, clouds, condensation, evaporation, precipitation, dew, fog,
frost, snow, rain, troposphere, stratosphere, ozone layer, mesosphere, ionosphere, thermosphere, air mass, temperature,
humidity, psychrometer, thermometer, anemometer, wind vane
maps
iv

Graph the gases found
in the primary and
secondary atmospheres
Label the layers of the
atmospheres
Grade 9 Earth Science Curriculum Guide
2012
Standard ES.12
ES.12
Understanding Standard ES.12
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will
Weather Instrument Lab

Energy transfer between Earth’s surface
and the atmosphere creates the weather.

Blowing in the Wind / Mapping Air Currents
Lab

Weather and climate are different. Both
weather and climate are measurable and,
to a certain extent, predictable. Weather
describes day-to-day changes in
atmospheric conditions. Climate
describes the typical weather patterns for
a given location over a period of many
years. Instrumentation is used to collect
weather and climate data.
identify and describe the direction of
local winds (land, sea breezes and jet
stream).
read and interpret data from a
thermometer, a barometer, and a
psychrometer.
Interpreting a Barogram Handout

v
The student will investigate and understand that energy transfer between the sun and Earth and its atmosphere drives weather and
climate on Earth. Key concepts include
a) observation and collection of weather data;
b) prediction of weather patterns;
c) severe weather occurrences, such as tornadoes, hurricanes, and major storms; and
d) weather phenomena and the factors that affect climate including radiation, conduction, and convection.
The four major factors affecting climate
are latitude, elevation, proximity to
bodies of water, and position relative to
mountains. Earth’s major climatic zones
are the polar, temperate, and tropical


predict weather based on cloud type,
temperature, and barometric pressure.

read and interpret a weather map
containing fronts, isobars, and
isotherms.

read and interpret weather station
models.

identify types and origins of air
Activities and Resources
Air Pressure & Winds Webquest
How to use the wet and dry thermometer
Chart
Relative Humidity
Station Model Map
Weather Station Models
Using a Weather Map
Climatograms: Abiotic Factors in the Biome
Graphing Climate Information
Grade 9 Earth Science Curriculum Guide
zones. Areas near the equator receive
more of the sun’s energy per unit area
than areas nearer the poles.


vi
Earth’s surface is much more efficiently
heated by the sun than is the atmosphere.
The amount of energy reaching any given
point on Earth’s surface is controlled by
the angle of sunlight striking the surface
and varies with the seasons.
Winds are created by uneven heat
distribution at Earth’s surface and
modified by the rotation of Earth. The
Coriolis effect causes deflections of the
atmosphere due to the rotation of Earth.
Global wind patterns result from the
uneven heating of Earth by the sun and
are influenced by the Coriolis effect.

Convection in the atmosphere is a major
cause of weather. Convection is the
major mechanism of energy transfer in
the oceans, atmosphere, and Earth’s
interior.

The conditions necessary for cloud
formation are air at or below dew point
and presence of condensation nuclei.
Cloud droplets can join together to form
precipitation.

A tornado is a narrow, violent funnelshaped column of spiral winds that
extends downward from the cloud base
toward Earth. A hurricane is a tropical
cyclone (counterclockwise movement of
air) characterized by sustained winds of
120 kilometers per hour (75 miles per
2012
masses, fronts and the accompanying
weather conditions.
Energy Pathways in Earth’s Atmosphere

read and interpret climate graphs.
Heat Transfer Lab

label a diagram of global climate
zones and the surface movement of
ocean currents.
Heat absorption Lab
label a diagram that demonstrates the
interaction of Earth’s atmosphere and
energy transfer (conduction,
convection, and radiation).
Hurricanes


analyze the impact of satellite
technology on weather prediction and
the tracking of severe storms,
including hurricanes, and evaluate the
cost and benefits of this technology in
terms of lives and property saved.
Predict the impact on storm
preparedness if there were no weather
satellites.
Heat Transfer Diagrams
Determining Dew Point Lab
Tracking Hurricane Katrina
Caution: Tornado Alley
Grade 9 Earth Science Curriculum Guide
hour) or greater.
vii
2012
Standard ES.13
Grade 9 Earth Science Curriculum Guide
ES.13
Understanding Standard ES.13
Essential Understanding,
Knowledge, Processes, and Skills
The concepts developed in this standard
include the following:
In order to meet this standard, it is expected
that students will

The universe is vast in size and very old.


The Big Bang theory is our best current
model for the origin of the universe. The
Big Bang theory states that the universe
began in a very hot, dense state that
expanded and eventually condensed into
galaxies.


ii
The student will investigate and understand scientific concepts related to the origin and evolution of 2012
the universe. Key concepts
include
a) cosmology including the Big Bang theory; and
b) the origin and evolution of stars, star systems, and galaxies.
contrast the life span and energy
output of a blue giant star to that of
the sun and relate this to the potential
existence of life on planets in its orbit.

explain the potential origin and role of
ultra massive black holes in the center
of galaxies.
The solar nebular theory is our best
current idea for the origin of the solar
system. The solar nebular theory explains
that the planets formed through the
condensing of the solar nebula.

using the Hertzsprung-Russell
diagram, classify stars as to their
place on the main sequence or in
beginning or end points in their life
cycles.
Stars have a finite lifetime and evolve
over time. The mass of a star controls its
evolution, lifespan, and ultimate fate.
Stars form by condensation and
gravitational compression of interstellar
gas and dust.

evaluate the probability of travel to
nearby solar systems using current
spacecraft speeds.

analyze the various fusion products of
a blue giant star over its lifetime, and
relate this to the presence and
abundance of elements that make up
our solar system and its contents,
including living organisms.

The Hertzsprung-Russell diagram
illustrates the relationship between the
absolute magnitude and the surface
temperature of stars. As stars evolve,
their position on the Hertzsprung-Russell
diagram moves.

Galaxies are collections of billions of
stars. The basic types of galaxies are
spiral, elliptical, and irregular.

The solar system is located in the Milky
Way galaxy.

A light-year is the distance light travels
in one year and is the most commonly
used measurement for distance in
Activities and Resources
The Expanding Universe
How Far and How Fast?
Stellar Evolution Lab-The Life Cycle of a
Star
Hertzsprung-Russell Diagram
Classifying Galaxies Lab
Grade 9 Earth Science Curriculum Guide
iii
2012
Grade 9 Earth Science Curriculum Guide
2012
WIDA Standards
Grade Level: 9
ES.13
The student will investigate and understand scientific concepts related
to the origin and evolution of the universe. Key concepts include
c) cosmology including the Big Bang theory; and
d) the origin and evolution of stars, star systems, and galaxies
- Level
1:
Enterin
g
- Level
2:
Emergi
ng
- Level 3:
Developi
ng
- Level 4:
Expandi
ng





-
Draw the
Big Bang
Label the
type and
age of a star
based on its
evolution

Label the
type and
age of a star
based on its
evolution
Identify
types of
galaxies
from
pictures or
diagrams

Label the type
and age of a
star based on
its evolution
and identify
what type of
star our Sun is
Identify types
of galaxies
from pictures
or diagrams
and identify
what type of
galaxy the
Milky Way is

Label the
type and age
of a star
based on its
evolution and
identify what
type of star
our Sun is
Identify types
of galaxies
from pictures
or diagrams
and identify
what type of
galaxy the
Milky Way is
- Topic Related Vocabulary: Big Bang theory, cosmology, galaxy,
Milky Way, spiral galaxy, elliptical galaxy, irregular galaxy, protostar, main
sequence star, red giant, supergiant, white dwarf, brown dwarf, black hole, neutron
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Grade 9 Earth Science Curriculum Guide
star, pulsar, Cepheid variable, variable stards
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Supports: pictures of galaxies, pictures of stars, diagram of stellar evolution
Test Blueprint
Earth Science
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2010 Science
Standards of Learning
This revised test blueprint will be effective with the administration of the
2012-2013 Science Standards of Learning (SOL) tests.
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Notice to Reader
In accordance with the requirements of the Civil Rights Act and other federal and state laws and regulations, this
document has been reviewed to ensure that it does not reflect stereotypes based on race, color, national origin, sex,
age, or disability.
The Virginia Department of Education does not discriminate on the basis of race, sex, color, national origin,
religion, age, political affiliation, veteran status, or against otherwise qualified persons with disabilities in its
programs and activities and provides equal access to the Boy Scouts and other designated youth groups.
Copyright ©2011 by the Commonwealth of Virginia, Department of Education, P.O. Box 2120, Richmond, Virginia
23218-2120. All rights reserved. Except as permitted by law, this material may not be reproduced or used in any
form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage
or retrieval system, without written permission from the copyright owner. Commonwealth of Virginia public school
educators may reproduce any portion of this test blueprint for noncommercial educational purposes without
requesting permission. All others should direct their written requests to the Virginia Department of Education,
Division of Student Assessment and School Improvement, at the above address or by e-mail to
[email protected]
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Earth Science
Standards of Learning
Test Blueprint
TABLE OF CONTENTS
General Test Information…………………………………………………………..1
Defines common terms
Test Blueprint Summary Table………………………………………………….2
Organizes the SOL and the number of items assessed
Expanded Test Blueprint……...…………………………………………………3
Full text of each SOL as organized for the test
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General Test Information
Test Blueprint
Much like the blueprint for a building, a test blueprint serves as a guide for test construction.
The blueprint indicates the content areas that will be addressed by the test and the number of
items that will be included by content area and for the test as a whole. There is a blueprint for
each test (e.g., grade 3 reading, grade 5 mathematics, grade 8 science, Virginia and United
States History).
Reporting Categories
Each test covers a number of Standards of Learning (SOL). In the test blueprint, the SOL are
grouped into categories that address related content and skills. These categories are labeled as
reporting categories. For example, a reporting category for the Earth Science Standards of
Learning test is Earth and Space Systems. Each of the SOL in this reporting category addresses
a skill involved in investigating or understanding the concepts of force, motion, energy, or
matter. When the results of the SOL tests are reported, the scores will be presented for each
reporting category and as a total test score.
Assignment of Standards of Learning to Reporting Category
Different parts of a Standard of Learning may be assigned to different reporting categories. For
example, Earth Science SOL ES.8a, which covers processes of soil development, is assigned to
the reporting category Earth and Materials and Processes in the Earth Science SOL test.
However, ES.8c, which involves relationships between groundwater zones, is assigned to the
reporting category Earth and Space Systems.
Standards of Learning Excluded from Testing
In some content areas, there are SOL that do not lend themselves to assessment within the
current format of the SOL tests. The SOL not tested are listed as “Excluded from Testing” at the
end of the blueprint for each test. In Earth Science there are no SOL that are excluded within the
current format of the SOL tests.
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Coverage of Standards of Learning
Due to the large number of SOL in each grade level content area, every Standard of Learning
will not be assessed on every version (form) of an SOL test. By necessity, to keep the length of a
test reasonable, each version will sample from the SOL within a reporting category. All SOL in
the blueprint will be tested within a three year period, and all of these SOL are eligible for
inclusion on each version of an SOL test.
Use of the Curriculum Framework
The Earth Science Standards of Learning, amplified by the Curriculum Framework, define the
essential understandings, knowledge, and skills that are measured by the Standards of
Learning tests. The Curriculum Framework identifies essential understandings, defines
essential content knowledge, and describes essential skills students need to master.
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Earth Science Test Blueprint Summary Table
Reporting Category
Assessed with Other SOL
Scientific Investigation and
the Nature of Science
Earth and Space Systems
Earth Materials and Processes
Cosmology, Origins, and Time
Earth Resources and Human Interactions
Excluded from Testing
Number of Operational Items
Number of Field Test Items*
Total Number of Items on Test
Earth Science
Standards of Learning
Number
of Items
ES.1f
ES.1a-e
ES.2a-d
ES.3a-c
ES.8c-d
ES.10a, c-d
ES.12a-d
ES.4a
ES.5a-c
ES.7a-b
ES.8a-b
ES.9a-d
ES.11a-c
ES.13a-b
ES. 3d
ES.4b
ES.6a-d
ES.8e-f
ES.10b, e
ES.11d
None
*Field test items are being tried out with students for potential use on subsequent tests
and will not be used to compute students’ scores on the test.
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10
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Earth Science
Expanded Test Blueprint
Assessed with Other Science Standards of Learning
The following skill-based standards will be assessed through the reporting categories by applying
them to other Standards of Learning content:
ES.1
The student will plan and conduct investigations in which
f) current applications are used to reinforce Earth science concepts.
Reporting Category: Scientific Investigation and the Nature of Science
Number of Items: 10
Standards of Learning:
ES.1
The student will plan and conduct investigations in which
4.1 volume, area, mass, elapsed time, direction, temperature, pressure, distance,
density, and changes in elevation/depth are calculated utilizing the most
appropriate tools;
4.2 technologies, including computers, probeware, and geospatial technologies, are
used to collect, analyze, and report data and to demonstrate concepts and simulate
experimental conditions;
4.3 scales, diagrams, charts, graphs, tables, imagery, models, and profiles are
constructed and interpreted;
4.4 maps and globes are read and interpreted, including location by latitude and
longitude; and
4.5 variables are manipulated with repeated trials.
ES.2 The student will demonstrate an understanding of the nature of science and scientific
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reasoning and logic. Key concepts include
a) science explains and predicts the interactions and dynamics of complex Earth
systems;
b) evidence is required to evaluate hypotheses and explanations;
c) observation and logic are essential for reaching a conclusion; and
d) evidence is evaluated for scientific theories.
Reporting Category: Earth and Space Systems
Number of Items: 10
Standards of Learning:
ES.3 The student will investigate and understand the characteristics of Earth and the solar
system. Key concepts include
a) position of Earth in the solar system;
b) sun-Earth-moon relationships; (seasons, tides, and eclipses); and
c) characteristics of the sun, planets and their moons, comets, meteors, and asteroids.
ES.8 The student will investigate and understand how freshwater resources are influenced by
geologic processes and the activities of humans. Key concepts include
c) relationships between groundwater zones, including saturated and unsaturated
zones, and the water table; and
d) identification of sources of fresh water including rivers, springs, and aquifers,
with reference to the hydrologic cycle.
ES.10 The student will investigate and understand that oceans are complex, interactive
physical, chemical, and biological systems and are subject to long- and short-term
variations. Key concepts include
a) physical and chemical changes related to tides, waves, currents, sea level and ice
cap variations, upwelling, and salinity variations;
c) systems interactions; and
d) features of the sea floor as reflections of tectonic processes.
ES.12 The student will investigate and understand that energy transfer between the sun and
Earth and its atmosphere drives weather and climate on Earth. Key concepts include
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a)
b)
c)
d)
observation and collection of weather data;
prediction of weather patterns;
severe weather occurrences, such as tornadoes, hurricanes, and major storms; and
weather phenomena and the factors that affect climate including radiation,
conduction, and convection.
Reporting Category: Earth Materials and Processes
Number of Items: 10
Standards of Learning:
ES.4
The student will investigate and understand how to identify major rock-forming and
ore minerals based on physical and chemical properties. Key concepts include
a) hardness, color and streak, luster, cleavage, fracture, and unique properties.
ES.5
The student will investigate and understand the rock cycle as it relates to the origin
and transformation of rock types and how to identify common rock types based on
mineral composition and textures. Key concepts include
a) igneous rocks;
b) sedimentary rocks; and
c) metamorphic rocks.
ES.7
The student will investigate and understand geologic processes including plate
tectonics. Key concepts include
a) geologic processes and their resulting features; and
b) tectonic processes.
ES.8
The student will investigate and understand how freshwater resources are influenced
by geologic processes and the activities of humans. Key concepts include
a) processes of soil development; and
b) development of karst topography.
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Reporting Category: Cosmology, Origins, and Time
Number of Items: 10
Standards of Learning:
ES.9
The student will investigate and understand that many aspects of the history and
evolution of Earth and life can be inferred by studying rocks and fossils. Key
concepts include
a) traces and remains of ancient, often extinct, life are preserved by various means in
many sedimentary rocks;
b) superposition, cross-cutting relationships, index fossils, and radioactive decay are
methods of dating bodies of rock;
c) absolute and relative dating have different applications but can be used together to
determine the age of rocks and structures; and
d) rocks and fossils from many different geologic periods and epochs are found in
Virginia.
ES.11 The student will investigate and understand the origin and evolution of the atmosphere
and the interrelationship of geologic processes, biologic processes, and human
activities on its composition and dynamics. Key concepts include
a) scientific evidence for atmospheric composition changes over geologic time;
b) current theories related to the effects of early life on the chemical makeup of
the atmosphere; and
c) atmospheric regulation mechanisms including the effects of density
differences and energy transfer.
ES.13 The student will investigate and understand scientific concepts related to the origin and
evolution of the universe. Key concepts include
1 cosmology including the Big Bang theory; and
2 the origin and evolution of stars, star systems, and galaxies.
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Reporting Category: Earth Resources and Human Interactions
Number of Items: 10
Standards of Learning:
ES.3 The student will investigate and understand the characteristics of Earth and the solar
system. Key concepts include
d) the history and contributions of space exploration.
ES.4
The student will investigate and understand how to identify major rock-forming and
ore minerals based on physical and chemical properties. Key concepts include
b) uses of minerals.
ES.6
The student will investigate and understand the differences between renewable and
nonrenewable resources. Key concepts include
a) fossil fuels, minerals, rocks, water, and vegetation;
b) advantages and disadvantages of various energy sources;
c) resources found in Virginia; and
d) environmental costs and benefits.
ES.8 The student will investigate and understand how freshwater resources are influenced by
geologic processes and the activities of humans. Key concepts include
e) dependence on freshwater resources and the effects of human usage on
water quality; and
f) identification of the major watershed systems in Virginia, including
the Chesapeake Bay and its tributaries.
ES.10 The student will investigate and understand that oceans are complex, interactive
physical, chemical, and biological systems and are subject to long- and short-term
variations. Key concepts include
b) importance of environmental and geologic implications; and
e) economic and public policy issues concerning the oceans and the coastal
zone including the Chesapeake Bay.
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ES.11 The student will investigate and understand the origin and evolution of the atmosphere
and the interrelationship of geologic processes, biologic processes, and human
activities on its composition and dynamics. Key concepts include
d) potential changes to the atmosphere and climate due to human, biologic,
and geologic activity.
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