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Earth Science 1,2 Units of Study San Diego Unified School District High School Instructional Support 3/2/09 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 2 Introduction The San Diego Unified School District Science Curriculum Department is in the process of developing standards-aligned comprehensive Units of Study for each of the major content areas in science. This document will grow over time as feedback is accumulated through the professional community institutions implemented at the site and district level. The Units of Study are designed to offer teachers a focused context of student performance outcomes, instructional experiences defined by the adopted curriculum, support resources to meet those objectives, and sample Unit of Study assessments designed to measure student understanding relative to those performance objectives. The format of these Units of Study is driven by the California Science Content Standards with topics sequenced by the community of Earth Science teachers during the 2007-2009 Earth Science Course-Alike meetings. Given that adopted curricular materials and site resources may not match the district-adopted curriculum, the timeline of the Units of Study are stated in terms of blocks of time rather than a mandatory sequence. The expectation is that students master the content defined by the standards and performance objectives in all of the Units of Study by the completion of the course. Each unit includes a Timeline, the Content Topic, the District Core Concept addressed by the unit, specific California Science Content Standards addressed, specific student performance objectives, relevant Instructional Activities found in the adopted curriculum (this will be expanded as supplementary resources are identified), Corresponding Text Section, Supports and Literacy Strategies for scaffolding and special education accommodations, a list of Enrichment Activities for differentiation purposes, and a collection of Sample Assessments. Timeline Topic District Core Concept . District Student Performance Objectives Supports CA State Standard Relevant Activities Enrichment Activities Corresponding Text Section 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 3 In some cases the adopted curriculum does not include publisher-provided Supports – Literacy Strategies and Enrichment Activities. There are a number of generic Supports and Enrichment Activities that may be applied to all course content areas. The limited lists below outline some of the well-known strategies in these areas. Supports – Literacy Strategies Enrichment Activities KWL, KWL+, BKWL Supports – Literacy Strategies Enrichment Activities Carr, E. and D. Ogle. 1987. “K-W-L Plus: A Strategy for Comprehension and Summarization.” Journal of Reading 30:626-631 Ogle, D. 1986. “K-W-L: A Teaching Model That Develops Active Reading of Expository Text.” reading Teacher 39: 563-570 Acceleration Skimming and Scanning Curriculum Compaction Brody, L. E., & Benbow, C. P. 1987.Accelerative strategies: How effective are they for the gifted? Gifted Child Quarterly, 31, 105–109. Ausuble, D. 1968. Education Psychology: A Cognitive View, New York: Holt Rinehart and Winston Winograd, P. 1984. “Strategic Difficulties in Summarizing Texts.” Reading Research Quarterly 19:404-425 Reis, S. M., Burns, D. E., & Renzulli, J. S. 1992. Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press. List-Group-Label Independent Study Taba, H 1967. teacher’s Handbook for Elementary Social Studies. Reading, MA: Addison Wesley Developing Questions for Reading: Concept Ladder Gillet, J.W., and C.Temple 1982. Understanding Reading Problems: Assessment and Instruction. Boston: Little, Brown Word Study: Developing Content Vocabulary Nagy, W. 1988 Teaching Vocabulary to Improve Reading Comprehension. Newark DE: International Reading Association Nagy W., and P. Herman. 1987 “Breadth and Depth of Vocabulary Knowledge: Implications for Acquisition and Instruction.” In M. McKeown and M. Curtis eds., The Nature of Vocabulary Acquisition. Hillsdale, NJ: Erlbaum. Karnes, F. & Stephans Kozak, K. 2005 Independent Study for Gifted Learners (The Practical Strategies Series in Gifted Education) Waco, TX: Prufrock Press Inc. Treffinger Self-Directed Learning Treffinger, D. 1975. “Teaching for Self-Directed Learning: a Priority for the Gifted and Talented” Gifted Child Quarterly, Vol. 19, No. 1, 46-59 Sternberg Triarchic Theory of Intelligence-based Instruction Sternberg, R. J. 1988. The triarchic mind: A new theory of human intelligence. New York: Viking. Problem-Based Learning Checkly, K. 1997. Problem-based learning. ASCD Curriculum Update, summer, 3. Word Study: How to Learn Content Vocabulary Through Context Harkness Discussion Model / Teaching Baumann, J.F., and E. J. Kameenui, 1991. “Research on Vocabulary Instruction: Ode to Voltaire.” In J. Flood, J.M. Jensen, D. Lapp, and J.R. Squire, eds., Handbook on Teaching English Language Arts. New York: MacMillan Nagy, W. 1997. “On the Role of Context in First-and Second-Language Vocabulary Learning.” In Schmitt and M.McCarthy, eds., Vocabulary: Description, Acquisistion, and Pedagogy, pp. 64-83. Cambridge, UK: Cambridge University Press. Still Looking for Research... References for following items to be identified. Directed Reading Thinking Activity Haggard, M. 1985. “An interactive Strategies Approach to Content Reading.” Journal of Reading 29:204-210 Strauffer, R. 1969. Directing Reading Maturity as a Cognitive Process. New York: Harper & Row. Questions Game McTeague, F. 1996. “The Questions Game.” In A. Chambers, Tell Me: Children, Reading and Talk. Portaland ME: Stenhouse Textbook Activity Guide Davey, B. 1986. “Using Textbook Activity Guides to Help Students Learn from Textbooks.” Journal of Reading 29: 489-494 ReQuest Manzo, A. 1969. “The ReQuest Procedure.” Journal of Reading 13:23-26. Cornell Note-Taking Pauk, W. 1974. How To Study in College. Boston : Houghton Mifflin Academic Notebooks: Writing to Learn Langer, J.A., and A. Applebee. 1987. How Writing Shapes Thinking. Urbana, IL: National Council of Teachers of English Inquiry and Research: I-Charts Hoffman, J. 1992. “Critical Reading/Thinking Across the Curriculum: Using I-Charts to Support Learning.” Language Arts 69:121-127 Future Problem Solving Model Kaplan’s Grid for Curriculum Unit Design Accessing Multiple Intelligences Learning Style Evaluation Mihaly Csikszentmihalyi Flow inducing activities Renzulli Enrichment Triad Model Renzulli’s Schoolwide Enrichment Model Academies of Inquiry and Talent Development Model Structure of Intellect Instruction Model Kohlberg’s Moral Dilemma Discussion The Purdue Three Stage Model for Gifted Instruction Learning Enrichment Service Taba Discovery Approach 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 4 Earth Science 1,2 Sample Pacing Guide (Traditional Schedule) Fall Semester Spring Semester Sample Time Line Topic Sample Time Line Topic Week 1 - 2 Intro to Earth Science and Mapping Week 1 California Geology Week 2 - 8 Astronomy Week 2 - 3 Energy in Earth’s System Week 9 Earth as a System Week 4 - 8 Earth’s Atmosphere Week 9 - 13 Rocks and Geologic Time Week 9 - 10 Oceanography Week 14 - 17 Plate Tectonics Week 11 - 13 Climate (and Weather) Week 14 Biogeochemical Cycles Week 15 - 16 Biology Connections 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 5 Timeline Topic District Core Concepts CA State Standard • Earth Science is the scientific study of Earth and the universe around it. 0.5 week I&E, especially 1.a, 1.b, 1.c, 1.d, 1.f, 1.g, 1.j, 1.k, 1.l, 1.m, 1.n Intro to Earth Science • Using scientific methods, scientists develop hypotheses and theories to describe natural phenomena. District Student Performance Objectives √ Name the four branches of Earth science. √ Explain how science is different from other forms of endeavors √ Analyze how scientific thought changes as new information is collected Supports • Pre-Reading Activity – Four-Corner Fold • Using the Figure – Racetrack Playa p. 4; Scientific Methods p. 10; Levels of Analysis p. 13 • Discussion – Creating Calendars p. 5; Influences on Natural Systems p. 9; Types of Reasoning p. 10; Variables and Controls p. 11; Peer Review Pressure p. 14 • Reading Skill Builder – Reading Organizer p. 6; Vocabulary p. 7; Reading Organizer p. 11 • Activity – Not Your Typical Office Job p. 6; Precision and Accuracy p. 12 • Inclusion Strategies p. 7; p. 10 • Focus on the Standards – 1.k p. 7; 1.f p. 11; 1.b p. 12; 1.c p. 13; 1.j p. 14 • Reteaching – Picture This p. 8; Chart of Scientific Methods p. 15 • Alternative Assessment – Role Play p. 8; Scientific Proposal p. 16; Frontiers of Earth Science p. 17 • Graphic Organizer – Chain-of-Events Chart p. 14 Relevant Activities • Making Observation – Quick Lab p. 11 • Sample Size and Accuracy – Quick Lab p. 12 Corresponding Text Section Holt Earth Science • Ch. 1 pp. 4-16 Enrichment Activities • Using the Figure – Doing Science p. 6 • Internet Activity – Ice Cores and Climate p. 6 • Group Activity – Scientific Revolutions p. 7 • Skill Builder – Math p. 12 • Social Studies Connection – Margin of Error p. 13 • Math Practice – Percentage Error p. 13 • Internet Activity – Limitations of Information Systems p. 15 • Debate – Should Science Always be ppled – p. 15 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 6 Sample Assessments for Intro to Earth Science When scientists pose questions about how nature operates and attempt to answer those questions through testing ad observation, they are conducting (a) research. (b) predictions. (c) examinations. (d) peer reviews. How much error is there in the smallest measurement of plate movement? How much error is there in the largest measurement of plate movement? How would you explain the difference between the error in the smallest measurement and the error in the largest measurement? If experimental results do not match their predictions, scientists generally will (a) repeat the experiment until the results match. (b) make the measurements more precise. (c) revise the working hypothesis. (d) change their experimental results. A statement that consistently and correctly describes a natural phenomenon is a scientific (a) hypothesis. (b) theory. (c) observation. (d) control. A possible explanation for a scientific problem is called a(n) (a) experiment. (b) theory. (c) observation. (d) hypothesis. Which of the following statements describes an example of a physical model? (a) a model that consists of a graph (b) a model made up of molded clay, soil and chemicals (c) a model that includes equations (d) a model created using a program What is the difference between a theory and a hypothesis? (a) A hypothesis is a possible explanation for a problem, and a theory is an explanation that is consistent with all existing tests. (b) A hypothesis is an explanation that is consistent with all existing tests, and a theory is a general statement about the natural world for which no exceptions have been found. (c) A hypothesis changes during an experiment, which results in changes in a theory. (d) A hypothesis never changes during an experiment, while a theory is often changed. A scientist observes that each eruption of a volcano is preceded by a series of small earthquakes. The scientist then makes the following statement: “Earthquakes cause volcanic eruptions.” Is the scientist’s statement a hypothesis or a theory? Why? 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 7 Timeline Topic District Core Concept 1 week Geologic and Topographic Mapping • Different ways to map a curved surface (like the earth’s) onto a flat surface have different advantages. District Student Performance Objectives √ Distinguish between latitude and longitude. √ Explain how elevation and topography are shown on a map. √ Describe the three types of information shown in geologic maps. Supports • Pre-Reading Activity – Fold Notes p. 52 • Inclusion Strategies - p. 54 • Discussion – Value of Geologic Maps p. 66 • Reteaching – Mapping Vocabulary p. 67 CA State Standard I&E, especially 1.h Read and interpret topographic and geologic maps. Relevant Activities • On the Grid - Motivate Activity p.53 • Topographic Maps - Quick Lab p. 64 • Contour Maps: Island Construction - Making Models Lab pp. 74-75 Enrichment Activities • History Connection – Early Cartographer p. 54 • Inclusion Strategies – p. 60 Corresponding Text Section Holt Earth Science • Ch. 3.1 pp. 52-56 • Ch. 3.2: Reading a Map pp. 60-62 • Ch. 3.3 pp. 63-68 Earth Science 1,2 Units of Study 3/2/09 High School Instructional Support 8 Sample Assessments for Geologic and Topographic Mapping What type of map is commonly used to locate faults and folds in beds of rock? (a) geologic map (b) topographic map (c) soil map (d) isogram map What location on the map has the steepest gradient? (a) location A (b) location B (c) location C (d) location D In what direction is the river in the topographic map flowing? (a) south to north (b) east to west (c) northwest to southeast (d) northeast to southwest On a topographic map, elevation is shown by means of (a) great circles. (b) contour lines. (c) verbal scales. (d) fractional scales. What characteristic is particularly advantageous of topographic maps? On a topographic map, which line illustrates a depression? (a) They are the most accurate maps. (a) lines that bend in a V (b) They show elevation. (b) lines that form a closed loop (c) The have no distortion. (c) closed loops that have short perpendicular lines (d) They can be used to identify a location easily (d) bold lines The contour interval is a measurement of (a) the change in elevation between two adjacent contour lines. (b) the distance between mean sea level and any give contour line. (c) the length of a contour line. d) the time needed to travel between any two contour lines. Focus on the Standards – Teaching Investigation and Experimentation 1h to Mastery Activity – On pieces of graph paper, mark points at different elevations for various landforms (you can use topographic maps as reference points). Give each pair of students a piece of graph paper. Have students create a topographic by connecting points of equal elevation. Have students describe the landform produced by each set of elevation points. Alternatively, pass out topographic maps of different landforms and have students identify the type of landform. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 9 Timeline 1 week Topic Studying Space District Core Concepts • Galaxies are made of billion of stars and comprise most of the visible mass of the universe. • Stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences. • The Coriolis Effect is due to the Earth’s rotation and causes air to deflect to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. CA State Standards 2.b. Galaxies are made of billions of stars and comprise most of the visible mass of the universe. 2.d. Stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences District Student Performance Objectives √ Describe the characteristics of the universe in terms of time, distance, and organization. √ Identify the visible and invisible parts of the electromagnetic spectrum. √ Explain how telescopes for nonvisible electromagnetic radiation differ from light telescopes. √ Explain how the change in apparent positions of constellations provides evidence of Earth’s rotation and revolution around the sun. Supports Relevant Activities Corresponding Text Section • Modeling a Pendulum – Quick Lab p. 668 • The Angle of the Sun’s Rays – Quick Lab p. 673 • Comet Meets Jupiter – Inquiry Lab, CRF p. 40-43 • Telescopes – Making Models Lab, CRF p. 44-47 • Pre-Reading Activity – Fold Notes p. 658 • Using the Figure – Man in Space p. 658; Comparing Telescopes p. 663; Time Zone Zigzags p. 671 • Activity – Descriptive Writing p. 659; Telescope Optics p. 662; Role-Playing p 667; Star Viewers p. 669 • Group Activity – Cosmic Timeline p. 660; Splitting Light p. 661 • Disussion – Galactic Address p. 660; Comprehension Check p. 669 • Reading Skill Builder – Paired Summarizing p. 661; Vocab p. 668; Reading Hint p. 670 • Inclusion Strategies - p. 661; p. 670 • Demonstration – Colors of Light p. 661; Heating with Invisible Light p. 662; Coriolis Effect p. 668 • Focus on the Standards – 1d p. 661; I&E 1d p. 670 • Debate – Space Exploration p. 665; Daylight Savings Time p. 672 • Reteaching – Two-column Notes p. 665; Evidence p. 673 • Cultural Awareness – Constellation Stories p. 669 • Graphing Skills – Line Graphs, CRF pp. 25-26 • Graphic Organizer – Venn Diagram p. 670 • Math Practice – Astronomical Unit p. 660 • Skill Builder – Math – p. 660 • History Connection – Seeing the Light p. 662; It’s All About Time p. 670 • Homework – Space Telescopes and Probes p. 664 • Internet Activity – Space Spinoffs p. 665; International Zones p. 671 • Alternative Assessment – Skit p. 665; Science Fiction Stories p. 674; Astronomy Picture Books p. 675 • Math Skills – Order of Operations and Distance in Space, CRF pp. 23-24 • Math Connection – What Time Is It? P. 671 Holt Earth Science • Ch. 26 pp. 658-674 Enrichment Activities Earth Science 1,2 Units of Study 3/2/09 High School Instructional Support 10 Sample Assessments for Studying Space Which of the following statements best describes the organization of the universe? (a) It is made up of solar systems, which contain galaxies. (b) It is made up of a few galaxies and billions of stars. (c) It is made up of billions of galaxies, which contain billions stars. (d) It is made up of solar systems and billions of stars. Telescopes are used both on Earth and in space. What is an advantage of space-based telescopes? (a) They are less expensive than land-based telescopes are. (b) Earth’s atmosphere does not interfere with spacebased telescopes. (c) They can detect radio waves, which cannot be detected by telescopes on Earth. (d) They do not require lenses or mirrors as telescopes on Earth do. Which of the following statements about the electromagnetic spectrum is true? (a) It moves slower than the speed of light. (b) It consists of waves of varying lengths. (c) The shortest wavelengths are orange and red. (d) Scientists can only detect waves of visible light. Concept Mapping Use the following terms to create a concept map: Galileo, spacecraft, telescope, constellation, rotation, revolution, Foucault pendulum, Coriolis effect, equinox, solstice, and astronomy. In position 1, the Northern Hemisphere tilts toward the sun. Which season is this? (a) winter (b) spring (c) summer (d) fall 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 11 Sample Assessments for Studying Space (continued) The shorter the wavelength of any type of electromagnetic radiation, the more energy the radiation has. Such energy is potentially harmful to humans. Which might be more harmful to humans, ultraviolet radiation or infrared radiation? What about x-rays? Explain your answer. Because of Earth’s atmosphere, telescopes for invisible electromagnetic radiation (a) work best on Earth’s surface. (b) do not work at high elevations. (c) have been launched into space. (d) are not effective in studying space Suppose you are in charge of installing the world’s largest radio telescope on Earth’s surface. Describe where you would put the telescope for best performance. How did observations of the sky help farmers and sailors in the past? Why do ground-based telescopes that detect invisible radiation work best at high elevations? Describe the position of Earth’s axis during winter solstice. How does this affect seasons in the Northern Hemisphere and in the Southern Hemisphere? Astronomers can see planets because planets (a) reflect light. (b) emit light. (c) emit radio waves. (d) emit X- rays. The Coriolis effect provides evidence that (a) Earth rotates on its axis. (b) Earth revolves around the sun. (c) The moon revolves around Earth. (d) Earth has an elliptical orbit. What are all the frequencies or wavelengths of Seasons are caused by electromagnetic radiation called? (a) Earth’s rotation on it’s axis. (a) visible light (b) Changes in the angle at which the sun’s rays strike (b) the electric spectrum Earth. (c) the radiation frequencies (c) The distance of a place from the equator. (d) the electromagnetic spectrum (d) Difference in Earth’s time zones. A constellation’s change in position over several hours is caused by (a) Earth’s revolution around the Sun (b) The tilt of Earth’s axis (c) Earth’s rotation on its axis (d) The movement of stars 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 12 Timeline Topic District Core Concepts • The solar system evolved from a nebular cloud of dust and gas approximately 4.6 billion years ago. 1.5 weeks Planets of the Solar System • Earth-based and space-based astronomy reveal the solar system is a tiny part of the Milky Way galaxy, which is a vastly larger system of gas and dust held together by gravity. • Geological studies of Earth and other planets suggest that the early Earth was very different from Earth today. District Student Performance Objectives √ Explain the nebular hypothesis of the origin of the solar system. √ Describe how the planets formed. √ Identify the basic characteristics of the inner planets. √ Compare the characteristics of the inner planets. √ Identify the basic characteristics that make the outer planets different from the inner planets. √ Compare the characteristics of the outer planets. Supports • Pre-Reading Activity – Fold Notes p. 684 • Reading Skill Builder – Reading Organizer p. 686; Paired Summarizing p. 698 • Group Activity – Skit p. 686 • Graphic Organizer – Chain-of-Events Chart p. 688; Comparison Table p. 704 • Reteaching – Flashcards p. 689; Same and Different p. 699; Concept Webs p. 707 • Inclusion Strategies - p. 704 CA State Standards 1.a. The differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. 1.b. The evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago. 1.c. Evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today. 8.b. The composition of Earth's atmosphere has evolved over geologic time and know the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmospheric oxygen. Relevant Activities • Spinning Nebula – Group Activity p. 685 • Water Planetesimals – Quick Lab p. 687 • Crater Analysis – Making Models Lab pp. 714-715 Corresponding Text Section Holt Earth Science • Ch. 27.1 pp. 684-690 • Ch. 27.3 pp. 695-700 • Ch. 27.4 pp. 701-708 Enrichment Activities • Internet Activity – Life on Mars? p. 699; Gravitational Microlensing p. 707 • Technology Connection – Cassini Mission p. 704 • History Connection – Caroline Herschel p. 705 • Group Activity – To Be a Planet or Not? p. 706 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 13 Sample Assessments for Planets of the Solar System Which of the following processes did NOT happen during the formation of Earth’s atmosphere? (a) The amount of carbon dioxide decreased. (b) Volcanic eruptions released large amounts of gases. (c) The amount of oxygen increased. (d) Oxygen formed ozone, which collected in a layer in the upper atmosphere. What is the percentage of carbon dioxide in the atmosphere of Venus? (a) 3.5 % (b) 21 % (c) 95 % (d) 96.5 % The first atmosphere of Earth contained a large amount of (a) helium. (b) oxygen. (c) carbon dioxide. (d) methane. The hypothesis that states that the sun and the planets developed out of the same cloud of gas and dust is called the (a) Copernicus hypothesis. (b) solar hypothesis. (c) nebular hypothesis. (d) Galileo hypothesis. Scientists estimate that the solar system originated as a solar nebula, and the sun began to produce its own energy through nuclear fusion approximately how many years ago? (a) 50 million years (b) 500 million years (c) 1 billion years (d) 5 billion years Which of the following statements describes a way in which the formation of the inner planets differs from the formation of the outer planets? (a) The inner planets formed from planetesimals, and the outer planets formed from comets. (b) The inner planets formed more moons than the outer planets did. (c) Because they are closer to the sun, the inner planets formed from heavier elements than the outer planets did. (d) Because they are far from the sun, the outer planets are composed of frozen gases while the inner planets are composed of rock. When Earth formed, it was hot enough to melt iron. Which does NOT describe a reason why Earth was so hot? (a) collision of planetesimals (b) compression of inner layers (c) radioactive materials (d) solar energy Which of the following statements is true of carbon dioxide in Earth’s developing atmosphere? (a) Carbon dioxide entered the atmosphere through the process of outgassing. (b) Earth’s earliest atmosphere was made up of carbon dioxide. (c) The earliest organisms used oxygen and released carbon dioxide into the atmosphere. (d) Earth’s early atmosphere had more carbon dioxide than it does today. Alternative Assessment – Cosmic Cartoons p. 689 Have students create a series of cartoon strips that illustrates the steps in the formation of the sun and the inner ad outer planets from the solar nebula. Have students use captions to explain what happened at each stage in the process. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 14 Timeline 0.5 week Topic District Core Concept Minor Bodies of the Solar System CA State Standard • Impacts of asteroids on Earth in the past have in some cases had dramatic effects on the Earth with regards to mass extinctions. District Student Performance Objectives √ Describe the physical characteristics of asteroids and comets. √ Compare meteoroids, meteorites, and meteors. Supports • Using the Figure – Comparing Craters p. 740 • Environmental Connection – Target Earth p. 740 • Reteaching – Crater Features p. 743 1.f Evidence of the dramatic effects that asteroid impacts have had in shaping the surface of planets and their moons and in mass extinctions of life on Earth. Relevant Activities Corresponding Text Section • Crater Eraser – Making Models Lab, CRF pp. 59-62 Holt Earth Science • Ch. 28.4 pp. 739-744 Enrichment Activities • Physics Connection – Unusual Orbits p. 740 Earth Science 1,2 Units of Study 3/2/09 High School Instructional Support 15 Sample Assessments for Minor Bodies of the Solar System Why are scientists concerned about near-Earth asteroids? (a) Near-Earth asteroids make up only a small percentage of asteroids. (b) Near-Earth asteroids might strike Earth, causing damage. (c) Near-Earth asteroids have wide, elliptical orbits. (d) Near-Earth asteroids are made of carbon materials. Focus on the Standards – Earth Science 1f to Mastery Activity – Display images of impact craters on the moon and Earth. Have students describe and explain similarities and differences. Have students compare the effects Was the rate of discovery of near-Earth asteroids in 2003 higher or lower than the rate in (other than craters) of impacts on Earth with those on the moon. Alternatively, have 2000? students research the scientific evidence for impacts throughout Earth’s history and present their findings to the class. How many near-Earth asteroids were discovered in the half-year in which the most discoveries were made? Which calendar year had the highest total number of near-Earth asteroid discoveries? What is the total number of near-Earth asteroids discovered in the last three years shown on the graph? 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 16 Timeline 0.5 week Topic The Sun District Core Concept CA State Standards • Comparing the solar spectrum with the spectra of other stars shows that the Sun is a typical star. 1.a. The differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. 1.e. The Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. District Student Performance Objectives √ Explain how the sun converts matter into energy in its core. √ Compare the radiative and convective zones of the sun. √ Describe the three layers of the sun’s atmosphere. Supports • Pre-Reading Activity – Table Fold p. 754 • Using the Figure – Spectra p. 755 • Graphic Organizer – Chain-of-Events Chart p. 756 • Reading Skill Builder – Reading Organizer p. 758 • Inclusion Strategies – p. 758 • Skill Builder – Vocabulary p. 759 • Reteaching – Diagramming the Sun p. 759 Relevant Activities Corresponding Text Section • Modeling Fusion – Quick Lab p. 757 • The Size of our Sun – Quick Lab p. 758 Holt Earth Science • Light Fingerprints – Making Models Lab, CRF pp. 44- • Ch. 29.1 pp. 754-760 47 Enrichment Activities • Skill Builder – Math p. 756 • History Connection – Reinventing Time ad Space p. 757 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 17 Sample Assessments for The Sun A nuclear reaction in which atomic nuclei combine is called (a) fission. (b) fusion. (c) magnetism. (d) granulation. In addition to the sun, fusion occurs in all other active stars. Which of the following statements about fusion to stars is true? (a) Only hydrogen undergoes fusion. (b) Hydrogen undergoes fusion and forms many different types of elements. (c) The only product of fusion is helium. (d) Various types of elements can undergo fusion. The elements that make up the sun can be identified by using a spectroscope to (a) count the number of dark lines in the spectrum of the sun. (b) compare the spectrum of the sun to the spectra of various elements. (c) subtract the number of dark lines in the spectrum hydrogen from the spectrum of the sun. (d) identify which wavelengths of the light are absorbed in the spectrum of the sun. Fusion reactions provide power for the stars, such as the sun. In which part of the sun do these fusion reactions take place? (a) layer A (b) layer B (c) layer C (d) layer D Which of the following statements does NOT describe a step of fusion? (a) Two hydrogen nuclei collide and fuse. (b) A proton joins a proton-neutron pair. (c) Neutrinos escape the sun. (d) Two nuclei made up of two protons and one neutron collide and fuse. The number of hydrogen atoms that fuse to form a helium atom is (a) two. (b) four. (c) six. (d) eight. What is the sun’s source of energy? (a) nuclear fission reactions that break down massive nuclei to form lighter atoms (b) nuclear fusion reactions that combine smaller nuclei to form more massive ones (c) reactions that strip away electrons to form lighter atoms (d) reactions that strip away electrons to form more massive atoms From what process does the sun get its energy? What steps does this process follow? 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 18 Timeline 2.5 weeks Topic Stars, Galaxies, and the Universe District Core Concepts • Stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences. • Galaxies are made of billion of stars and comprise most of the visible mass of the universe. • Only the elements hydrogen, helium and lithium formed shortly after the “Big Bang”. Heavier elements (up to and including iron) are formed by the process of fusion within the cores of stars; the remaining elements are produced in super novas. CA State Standards 1.d. Evidence indicates that the planets are much closer to Earth than the stars are. 1.e. The Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. 2.a. The solar system is located in an outer edge of the disc-shaped Milky Way galaxy, which spans 100,000 light years. 2.b. Galaxies are made of billions of stars and comprise most of the visible mass of the universe. 2.c. Know the evidence indicating that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars. 2.d. Stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences District Student Performance Objectives √ Describe how astronomers determine the composition and temperature of stars. √ Describe one way astronomers measure the distance to stars. √ Explain how a main-sequence star generates energy. √ Describe the evolution of a star after its main-sequence stage. √ Summarize and list evidence for the big bang theory. Supports Relevant Activities Corresponding Text Section • Parallax – Quick Lab p. 779 • The Expanding Universe – Quick Lab p. 795 • Star Magnitudes – Making Models Lab pp. 802-803 • Pre-Reading Activity – Fold Notes p. 774 • Demonstration – Spectra p. 775 • Focus on the Standards – 2d p. 777; 2a p. 791; 2b p. 791 • Reteaching – Star Temps p.779; Evolution p.787; Galaxy Types p.791; Timeline p.795 • Graphing Skills – Line Graphs & Star Surface Temps, CRF 30 pp. 27-28 • Math Skills – Order of Operations & Distance from Stars to Planets, CRF 30 pp. 25-26 • Using the Figure – Star Mass and Classification p. 781; Identifying Stars p. 784 • Inclusion Strategies – p. 783; p. 794 • Reading Skill Builder – Paired Summ. p. 785; Vocab. p. 786; Anticip. Guide p. 791 • Graphic Organizer – Chain-of-Events Chart p. 786 • Activity – Multimedia Project • Map Skills Activity – The Milky Way p. 804 • Skills Practice Lab – Blackbody Radiation p. 775 • Internet Activity – Proper Motion p. 777 • Activity – Observing Stars p. 778; Constellations p. 789 • Inquiry Lab – Curving Space-Time p. 779 • Group Activity – Main-Sequence Stars p. 783; Charting the Galaxy p. 804 • Physics Connection – Star Size and Spectra p. 785; Supernova Physics p. 787; New Physics, Old Universe p. 794 • Debate – SETI p. 785 • Alternative Assessment – Moving Stars p.779; Odd Stars p.787; Expansion Rate p.796 • Skill Builder – Writing p. 790 • Astronomy Connection – Identifying a Galaxy from Within p. 791 Holt Earth Science • Ch. 30 pp. 774 - 796 Enrichment Activities 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 19 Sample Assessments for Stars, Galaxies, and the Universe Why do scientists use light years to describe the distance between Earth and other stars? (a) Other stars are too close for the distance to be measured in other units. (b) Space is extremely vast. (c) Stars move through space at the speed of light. (d) Scientists measure the amount of light a star emits to find out how far it is from Earth. Which star has the brightest apparent magnitude as seen from Earth? (a) Rigel (b) Betelguese (c) Mintaka (d) Sirius Which of these stars is the coolest? (a) Arcturus (b) Betelguese (c) Mintaka (d) Vega The most common element in most stars is (a) oxygen. (b) hydrogen. (c) helium. (d) sodium. A star that has the mass of the sun will cease fusion at its core when it is 10 billion years old. What happens to the star? (a) It leaves the main sequence. (b) It has the same temperature but different luminosity. (c) It becomes more stable. (d) It forms a new star. The H-R diagram is one tool used by astronomers. Which of the following statements describes the H–R diagram? Which of the following statements does NOT describe the (a) It describes the life cycle of stars. typical galaxy? (b) It is used to plot absolute magnitude against (a) It has a diameter of 100,000 light years. luminosity. (b) It contains billions of stars. (c) Subtract the number of dark lines in the (c) It is one of billions of galaxies. spectrum hydrogen from the spectrum of the sun. (d) It is loosely shaped and carries few stars. (d) Identify which wavelengths of the light are absorbed in the spectrum of the sun. Evidence for the big bang theory is provided by (a) cosmic background radiation. (b) apparent parallax shifts. (c) differences in stellar luminosity. (d) star patterns called constellations. Alternative Assessment Poster Project Have students create a poster that shows the different classes of stars and their properties, as well as types of star clusters or regions in galaxies in which different stars are most likely to be located. Posters should show the changing composition and physical evolution of the star. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 20 Timeline 0.5 week Topic District Core Concepts Earth as a System • A system usually has some properties that are different from those of its parts, but appear because of the interaction of those parts. • Earth is a system composed of the geosphere, atmosphere, hydrosphere, and biosphere. District Student Performance Objectives √ Describe the compositional and structural layers of Earth’s interior. √ Compare an open system with a closed system. √ List the characteristics of Earth’s four major spheres. Supports • Pre-Reading Activity – Fold Notes p. 26 • Using the Figure – Earth’s Interior Structure p. 28; Overlapping of Spheres p. 33 • Reteaching – Earth’s Interior Structure p. 29; Open and Closed Systems p. 37 • Demonstration - Open and Closed Systems p. 31 • Reading Skill Builder – Paired Summarizing p. 32 • Homework – Systems at Home p. 32 • Skill Builder – Vocabulary p. 33 • Inclusion Strategies p. 33 • Graphing Skills - Composition of Earth’s Atmosphere CRF pp. 24-25 CA State Standard I&E, especially 1.l Analyze situations and solve problems that require combining and applying concepts from more than one area of science. Relevant Activities • Testing the Conservation of Mass – Skills Practice Lab CRF pp. 35-37 Corresponding Text Section Holt Earth Science • Ch. 2.1 pp. 26-30 • Ch. 2.2: Earth-System Science & Earth’s Four Spheres pp. 31-33 Enrichment Activities • Physics Connection – Seismic Waves p. 28 • Skill Builder – Writing p. 29 • Space Science Connection – Spheres of Other Planets and Moons p. 33 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 21 Sample Assessments for Earth as a System Describe three ways in which the atmosphere interacts with the geosphere. The diagram above shows the interior layers of Earth. One type of seismic wave, S waves, cannot travel through liquids. Which layer of the Earth’s interior does not transmit S waves? (a) layer B (b) layer C (c) layer D (d) layer E Use the following terms to create a concept map: biosphere, magnetosphere, mantle, atmosphere, geosphere, hydrosphere, crust, core. Explain why closed systems typically do not exist on Earth. Suggest two examples of a closed system created by humans. A jar with its lid on tightly s one example of a(n) (a) open system. (b) biosphere. (c) closed system. (d) ecosphere. Closed systems exchange energy but do not exchange (a) gravity. (b) matter. (c) sunlight. (d) heat. How are scientists able to study the composition and size of the interior layers of Earth? (a) by direct observation (b) by analyzing surface rock samples (c) by sing seismic waves (d) by deep-drilling int interior layers The element that makes up the largest percentage of the atmosphere is (a) oxygen. (b) nitrogen. (c) carbon dioxide. (d) ozone. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 22 Timeline Topic 1 week Minerals of the Earth’s Crust District Core Concepts CA State Standard Rocks are classified according to their chemical composition and texture. District Student Performance Objectives √ Define mineral. √ Compare the two main groups of minerals. √ Describe physical properties that help distinguish one mineral from another. Supports • Pre-Reading Activity – Fold Notes p. 102 • Focus on the Standards – 1.l p. 104; 9.a p. 106; 1.d p. 111; • Skill Builder – Vocabulary p. 105 • Activity – Acid Test p. 105; Those are the Breaks p. 110Using Density to Identify Minerals p. 112 • Group Activity – Mineral Yes or No? p. 103; Growing Crystals p. 106 • Reteaching – Name that Mineral p. 107; Peer Reviewing p. 113 • The Same, But Different – Demonstration p. 109 • Reading Skill Builder – Reading Organizer p. 110 • Inclusion Strategies p. 110 • Graphic Organizer – Comparison Table p. 111 • Discussion – Crystal Powers p. 112 I&E, especially 1.a Select and use appropriate tools and technology to perform tests, collect data. analyze relationships and display data Relevant Activities • Determining Density - Quick Lab p. 113 • Mineral Identification – Skills Practice Lab pp. 120121 Enrichment Activities • Internet Activity – Mineral Formation p. 104 • Geology Connection – Mineraloids p. 104 • Homework – Mineral Names p. 105 • Skill Builder – Writing p. 112 Corresponding Text Section Holt Earth Science • Ch. 5.1: Characteristics of Minerals, Kinds of Minerals, Crystalline Structure pp. 102106 • Ch. 5.2 pp. 109-114 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 23 Sample Assessments for Minerals of Earth’s Crust What percentage of the weight of Earth’s crust is made of silicon? Oxygen makes up 93.8% of Earth’s crust by volume, but oxygen is only 46.60% of Earth’s crust by weight. How is this possible? By comparing the volume and weight percentages of aluminum and calcium, determine which element has the higher density. Minerals can be identified by all of the following properties except (a) specimen color. (b) specimen shape. (c) specimen hardness. (d) specimen luster. The words waxy, pearly, and dull describe a mineral’s (a) luster. (b) hardness. (c) streak. (d) fluorescence. A scientist believes that a new mineral has been discovered. Which of the following characteristics would NOT characterize the substance as a mineral? (a) It is organic. (b) It occurs naturally. (c) It is a crystalline solid. (d) It has consistent chemical composition. The words uneven and splintery describe a mineral’s (a) cleavage. (b) fracture. (c) hardness. (d) luster. What determines the hardness of a mineral? (a) the strength of the bonds among atoms in the mineral (b) the number of bonds among atoms in the mineral (c) the tendency of the mineral to split along specific planes (d) the tendency of the mineral to leave a streak Alternative Assessment – Flowchart Have students work in small groups to design a flowchart that classifies and describes the two main groups of minerals and their subgroups. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 24 Timeline 1.5 weeks Topic Rocks and the Rock Cycle District Core Concepts CA State Standard • Rocks are classified according to their chemical composition and texture. These are broadly defined as igneous, metamorphic, and sedimentary. 3.b. Principal structures form at the three different kinds of plate boundaries. • The rock cycle explains how these different rock types are form. 3.c. Explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. District Student Performance Objectives √ Identify the three major types of rock, and explain how each type forms. √ Summarize the steps in the rock cycle. √ Classify igneous rocks according to their composition and texture. √ Identify sedimentary rock features. √ Describe the process of metamorphism. Supports • Pre-Reading Activity – Fold Notes p. 102 • Discussion – Types of Rocks p. 125; Hand Samples p. 129; Comp. Check p. 137 • Using the Figure – Rock Cycle p. 126; Igneous Struc. p. 133; Limestone Form. p. 136 • Inclusion Strategies p. 126 • Graphic Organizer – Chain-of-Events Chart p. 127 • Reteaching – Rock Cycle Processes p. 127; Igneous Rock Char. p. 133; Sed. Rock p. 139; Metamorphic Rocks p. 143 • Focus on the Standards – 1.i p. 127; 3.b p. 132; 3.c p. 138 & 142 • Alternative Assessment – Rock Crystallization p. 128; Travel Brochures p. 134; Modeling Sedimentation p. 140 • Demonstration – Partial Freezing p. 130; Sedimentation p. 135; Metamorphism p. 141 • Reading Skill Builder – Reading Organizer p. 131; Vocabulary p. 133; Paired Summarizing p. 137; Reading Organizer p. 138; Anticipation Guide p. 142 • Group Activity – Poster Project p. 132 Relevant Activities Corresponding Text Section • Classification of Rocks – Skills Practice Lab pp. 150151 • Crystal Formation – Quick Lab p. 130 Holt Earth Science • Graded Bedding – Quick Lab p. 139 • Ch. 6 pp. 124-144 • Sorting Sediments – Inquiry Lab CRF pp. 46-49 • Metamorphic Rocks – Making Model Lab CRF pp. 50-53 Enrichment Activities • Geology Connection – Information from Igneous Rocks p. 131 • Homework – Chemical Sedimentary Rock p. 136; Degrees of Metamorphism p. 143 • Chemistry Connection – The Carbon Cycle p. 136 • Internet Activity – Identifying Sedimentary Rock Features p. 138 • Activity – Poster Project p. 142 • Alternative Assessment – Metamorphic Chemistry p. 144 • Skills Worksheet: Math Skills – Significant Digits and Rock Measurement CRF pp. 2526 • Skills Worksheet: Graphing Skills – Ternary Diagrams and Mineral Composition pp. 27-28 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 25 Sample Assessments for Rocks and the Rock Cycle The diagram above shows several igneous rock formations. Which of the following processes brings rocks to Earth’s surface, where they can be eroded? (a) deposition (b) weathering (c) melting (d) uplift The splitting of slate into flat layers illustrates its (a) contact metamorphism. (b) formation. (c) sedimentation. (d) foliation. What occurs when heat from nearby magma causes changes in the surrounding rocks? (a) contact metamorphism (b) fluid metamorphism (c) intrusive metamorphism (d) regional metamorphism To make a statue, an artist uses a stone that formed from another type of stone by compression that lacks bands. Which type of rock is the artist using? (a) sedimentary (b) igneous (c) foliated metamorphic (d) nonfoliated metamorphic A mountain in the desert is found to be made from the remains of ancient ocean organisms. Which type of rock makes up the mountain? (a) chemical sedimentary rock (b) clastic sedimentary rock (c) organic sedimentary rock (d) fossilized sedimentary rock Alterative Assessment – Bulletin Board Display Have students create a display on a bulletin board that shows the processes by which rocks form and transform into other rocks. The basic form of the display should resemble the figure of the rock cycle, but students may modify the layout and the size to include other details, such as the rate of cooling and the magma type for igneous rocks, the properties and classes of sedimentary rock, and the textures of metamorphic rocks. The large, well-developed crystals found in some samples of granite are a sign that (a) the lava from which it formed cooled rapidly. (b) the magma contained a lot of dissolved gases. (c) the lava from which it formed cooled slowly. (d) water deposited minerals in the rock cavities. Concept Mapping Use the following terms to create a concept map: rock cycle, foliated, igneous rock, intrusive, sedimentary rock, clastic sedimentary rock, metamorphic rock, chemical sedimentary rock, extrusive, organic sedimentary rock, and nonfoliated. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 26 Timeline 1 week Topic The Rock Record District Core Concepts CA State Standard • Rocks are classified according to their chemical composition and texture. These are broadly defined as igneous, metamorphic, and sedimentary. • The rock cycle explains how these different rock types are form. District Student Performance Objectives √ Explain how the law of superposition can be used to determine the relative ages of rocks. √ Summarize the limitations of using the rates of erosion and deposition to determine the absolute age of rock formations. √ Explain how the process of radioactive decay can be used to determine the absolute age of rocks. Supports • Pre-Reading Activity – Fold Notes p. 184 • Discussion – Rock Layers p. 185; Predications p. 187; Measuring Decay p. 193 • Inclusion Strategies p. 186 • Reading Skill Builder – Reading Hint p. 187; Vocabulary p. 187 • Using the Figure – The Law of Superposition p. 187; Comparing Sedimentary Rock p. 188; Erosion Rate p. 191; Counting Decay p. 194; Methods for Dating Rocks p.195 • Focus on the Standards – I&E 1.k p. 187; I&E 1.i p. 188 & 194 • Graphic Organizer – Spider Map p. 188 • Group Activity – Creating Layers p. 188 • Reteaching – Changing Rocks p. 189; Half Life p. 195 • Activity – Modeling Varves p. 192 • Alternative Assessment – Dating Rocks p. 196 • Graphing Skills – Line Graphs and Radiometric Dating CRF pp. 30-31 I&E, especially 1.i Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). Relevant Activities • What’s your Relative Age? – Quick Lab p. 186 • Radioactive Decay – Quick Lab p. 194 • Determining the Relative Age of Rock Strata - CRF pp. 50-53 Corresponding Text Section Holt Earth Science • Ch. 8.1 pp.184-190 • Ch. 8.2 pp. 191-196 Enrichment Activities • Using the Table – Analyzing Unconformities p. 189 • Math Practice – Deposition p. 192 • Geology Connection – Glacial Lakes p. 192 • Skill Builder – Vocabulary p. 193 • Chemistry Connection – Radioactive Decay of Uranium p. 193 • Environmental Science Connection – Radioactive Waste p. 195 • Math Skills – Algebraic Rearrangements and Half Life CRF pp. 28-29 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 27 Sample Assessments for The Rock Record The age of a rock in years is the rock’s numerical age, or (a) index age. (b) relative age. (c) half-life age. (d) absolute age. The diagram above shows crosscutting taking place in layers of rock. Which of the letter combinations below belonged to the same layer of rock before the fault disrupted the layer? (a) C and D (b) C and F (c) G and I (d) G and F The graph above shows the rate of radioactive decay. How many half-lives have passed when the number of daughter atoms is approximately three times the number of parent atoms? (a) one (b) two (c) three (d) four Which of the following is NOT a way to determine absolute age? (a) examining unconformities (b) studying the rates of erosion (c) calculating rates of deposition (d) counting varves Concept Mapping Use the following terms to create a concept map: relative age, law of superposition, uncomformity, law of crosscutting relationships, absolute age, radiometric dating, carbon dating. A scientist used radiometric dating during an investigation. The scientist used this method because he or she wanted to determine the (a) relative age of rocks. (b) absolute age of rocks. (c) climate of a past era. (d) fossil types in a rock. Alternative Assessment – Illustrations Have students illustrate each type of rock formation they read about in this section. Students should label and write a brief description next to each picture. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 28 Timeline Topic 1 week Geologic Time District Core Concepts • Geologic studies of Earth and other planets suggest that the early Earth was very different from Earth today. District Student Performance Objectives √ Summarize how scientists worked together to develop the geologic column. √ List the major divisions of geologic time. Supports • Pre-Reading Activity – Fold Notes p. 210 • Using the Figure – Rock Layers p. 211 • Discussion – Dating Rocks p. 212 • Inclusion Strategies p. 212 • Focus on the Standards – I&E 1.i p. 213 • Skill Builder – Vocabulary p. 213 • Reteaching – Relative Time p. 213 • Graphing Skills – Bar Graphs (Periods of the Mesozoic Era) CRF pp. 24-25 CA State Standard 8.b. The composition of Earth's atmosphere has evolved over geologic time and know the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmospheric oxygen. I&E.1.d. Formulate explanations by using logic and evidence. I&E.1.i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). I&E.1.k. Recognize the cumulative nature of scientific evidence. Relevant Activities Corresponding Text Section • Geologic Time Scale – Quick Lab p. 212 Holt Earth Science • History in the Rocks – Skills Practice Lab pp. 232-233 • Ch. 9.1 pp. 210-214 • Future Earth – Making Models Lab CRF pp. 44-47 Enrichment Activities • Internet Activity – Extinct Organisms p. 213 • Math Skills – Geometry and Dinosaur Fossils CRF pp. 22-23 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 29 Sample Assessments for Geologic Time Eons are the longest period of geologic time, followed by eras, then periods, and finally epochs. If a scientist Scientists are able to determine the absolute ages of most wanted to describe when complex human society evolved, rock layers in a geologic column by using which geologic time period would the scientist most (a) the law of superposition. likely use? (b) radiometric dating. (a) eon (c) rates of deposition. (b) era (d) rates of erosion. (c) period (d) epoch During which two periods were Earth’s average global temperatures the highest? During which periods did Earth’s average global temperature decrease? Based on the graph above, could climate change have caused the Permian mass extinction? Is climate change a likely cause of the mass extinction at the CretaceousTertiary boundary? Explain your answer Which of the following is NOT true of the geologic column? (a) It was developed by 19th century scientists and remains in use today. (b) It represents a timeline of Earth’s history. (c) Most of the fossils in the lower layers are of plants ad animals that no longer exist. (d) Scientists can use the geologic column to determine the absolute age of a rock layer. Geologic periods can be divided into (a) eras. (b) epochs. (c) days. (d) months. The geologic time scale is a (a) scale for weighing rocks. (b) scale that divides Earth’s history into time intervals. (c) rock record of Earths past. (d) collection of the same kinds of rocks. Alternative Assessment – Descriptive Essay Have students use the geologic time scale table as a starting point to write an essay that describes the history of life on Earth. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 30 Timeline Topic District Core Concepts • Evidence for continental drift derives primarily from magnetic patterns on the seafloor, differences in the age of the sediments/rocks on the seafloor, and seafloor topography. 2 weeks Plate Tectonics • There are three different types of boundaries: convergent, divergent, and transform. At each type of boundary there are different geological structures and processes. District Student Performance Objectives √ Summarize Wegener’s hypothesis of continental drift. √ Explain how seafloor spreading provides a mechanism for continental drift. √ Summarize the theory of plate tectonics. √ Identify and describe the three types of plate boundaries. √ Summarize how movements of tectonic plates have influenced climates on Earth. Supports • Pre-Reading Activity – Fold Notes p. 238 • Using the Figure – Continental Puzzle p. 239; Seafloor Formation p. 243; Magnetic Polarity p. 245; Mantle Convection p. 252; Accretion p. 256 • Reading Skill Builder – Paired Sum. p. 240; Vocab p. 248-9; Reading Organizer p. 257 • Inclusion Strategies p. 140 • Discussion – Making Predictions p. 241; Magnetic Polarity Reversals p. 244 • Graphic Organizer – Chain-of-Events Chart • Activity – Seafloor Sediments p. 242 • Focus on the Standards – 3.a p. 243; 3.b p. 249; 1.k p. 258 • Demonstration – Earth’s Magnetic Field p. 244; Modeling Accretion p. 256 • Reteaching – Ev. for Continental Drift p. 245; Tectonic Proc. p. 253; Peer Rev. p. 259 • Activity – Jigsaw Puzzle p. 247; Modeling Rifting p. 255 • Inclusion Strategies p. 250 CA State Standard 3.a. Features of the ocean floor (magnetic patterns, age, and seafloor topography) provide evidence of plate tectonics. 3.b. The principal structures that form at the three different kinds of plate boundaries. 3.c. Explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. 6.c. Earth's climate has changed over time, corresponding to changes in Earth's geography, atmospheric composition, and other factors, such as solar radiation and plate movement. Relevant Activities Corresponding Text Section • Making Magnets – Quick Lab p. 245 Holt Earth Science • Tectonic Plate Boundaries – Quick Lab p. 253 • Ch. 10 pp. 238-260 • Seafloor Spreading – Making Models Lab pp. 266-267 Enrichment Activities • Using the Figure – Mountain Ranges and Fossils p. 240 • Debate – Wegener’s Ideas p. 241 • Skill Builder – Math p. 243 • Alternative Assessment – Persuasive Essay p. 246; Process Models p. 260 • Math Practice – p. 248 • Internet Activity – Earthquakes p. 248; The Paleomap Project p. 258 • Skill Builder – Writing p. 251 • Group Activity – Responses to Climate Change p. 257 • Alternative Assessment – Comparing Scientific Ideas p. 261 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 31 Sample Assessments for Plate Tectonics Which of the following factors is most important when determining the types of boundary that forms when two lithospheric plates collide? (a) the density of each plate (b) the size of each plate (c) the paleomagnetism of the rock (d) the length of the boundary At locations where seafloor spreading occurs, rock is melted away from a midocean ridge. What replaces the rock as it moves away? (a) molten rock (b) older rock (c) continental crust (d) compacted sediment Which of the following was a weakness of Wegener’s proposal of continental drift when he first proposed his hypothesis? (a) an absence of fossil evidence (b) unsupported climatic evidence (c) unrelated continent features (d) a lack of proven mechanisms Which of the following statements describes a specific Which of the following statements best describes magma type of continental growth? formation at a divergent boundary? (a) Continents change not only by gaining material (a) One plate subducts under another as two plates but also by losing material. collide, forming magma. (b) Terranes become part of a continent at (b) Magma rises as the plates move apart. convergent boundaries. (c) Magma forms as two plates slide against each (c) Ocean sediments move onto land because of other. seafloor spreading. (d) A plate subducts as two plates pull apart, (d) Rifting adds new rock to a continent and forming magma. causes the continent to become wider. What type of boundary is found between the South American plate and the African plate? (a) convergent (b) divergent (c) transform (d) subduction The San Andreas fault is a major boundary between the North American plate and the Pacific plate. Earthquakes occur along this fault because (a) the plates are spreading. (b) one of the plates subducts under the other. (c) the plates slide against each other. (d) one plate is denser than the other Alternative Assessment –Tectonic Art Have students draw examples of the three types of plate boundaries and label all components. Next to each drawing, students should list all the geologic features that are common at each boundary. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 32 Timeline 1 week Topic District Core Concepts • Earthquakes are caused by lithospheric plates moving against each other and different scales are used to measure magnitude and intensity. CA State Standard 3.d Know why and how earthquakes occur and the scales used to measure their intensity and magnitude. • California geology is the basis of numerous natural hazards including earthquakes, landslides, volcanoes, unstable cliffs, and tsunamis. 9.b Know the principal natural hazards in different California regions and the geologic basis of those hazards. Earthquakes District Student Performance Objectives √ Explain how the structure of Earth’s interior affects seismic waves. √ Explain why earthquakes generally occur at plate boundaries. √ Describe the instrument used to measure and record earthquakes. √ Summarize the method scientists use to locate an epicenter. √ Describe the scales used to measure the magnitude and intensity of earthquakes. Supports • Pre-Reading Activity – Fold Notes p. 294 • Using the Figure – Kobe Quake p. 294; p. 306 • Demonstration – Elastic Rebound p. 295; Giant Wave p. 305 • Skill Builder – Vocabulary p. 296 • Group Activity - Model Locked Fault p. 296; Model Seismograph p. 301; Safety p. 306 • Discussion – Surface Waves p. 297 • Focus on the Standards – 3.d p. 297; 1.a p. 302; 9.b p. 307 • Inclusion Strategies p. 298; p. 302 • Graphic Organizer – Spider Map p. 299 • Reteaching – Earthquake Maps p. 299; Earthquake Posters p. 303; Questions p. 307 • Alternative Assessment – Earthquake Patterns p. 300; Sizing up Quakes p. 304; Making Models p. 308 • Reading Skill Builder – Reading Organizer p. 302; Paired Summarizing p. 306 • Graphing Skills – Earthquakes and Pie Graphs p. 27-28 Relevant Activities Corresponding Text Section • Seismographic Record – Quick Lab p. 302 • Earthquake-Safe Buildings – Quick Lab p. 306 Holt Earth Science • Finding an Epicenter – Skills Practice Lab pp.314-315 • Ch. 12 pp. 294-308 • Simulating Earthquakes – Inquiry Lab CRF pp. 44-47 • Earthquakes and Soil – Skills Prac Lab CRF pp. 48-51 Enrichment Activities • Technology Connection – Seismic Profiling p. 297 • History Connection – Moho Discontinuity p. 298 • Skill Builder – Graphing p. 303 • Math Practice – Magnitudes p. 303 • Debate – Worth the Price p. 307 • Math Skills – Earthquake Magnitude and Exponents CRF pp. 25-26 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 33 Sample Assessments for Earthquakes Earthquakes result from (a) the immobilization of faults. (b) the sudden return of elastically deformed rock to its undeformed state. (c) zones where body waves cannot be detected. (d) movement between layers that make up Earth. What type of seismic waves are indicated by the points on the seismogram marked by the letter A? (a) Love waves (b) Rayleigh waves (c) P waves (d) S waves How are the waves at point C different from the waves at point B? (a) Waves at point C are slower than B. (b) Waves at point C are less damaging than B. (c) Waves at point C are S waves, while B re surface wave. (d) Waves at point B get their energy from C. The magnitude of an earthquake can be expressed numerically by using (a) only the Richter scale. (b) only the Mercalli scale. (c) the Mercalli scale and moment magnitude scale. (d) the Richter scale and moment magnitude scale. Which of the following statements describes the relationship between the epicenter and focus of an earthquake? (a) The focus is the point on Earth’s surface where the epicenter of an earthquake is located. (b) The epicenter is the point on Earth’s surface that lies directly above the focus. (c) The epicenter is the point where an earthquake occurs, and the focus is where seismic waves reach Earth’s surface. (d) The focus is deeper within the Earth than the epicenter is. California has the highest earthquake hazard level in the United States, as indicated by geological hazard amps. Why might scientists use geologic hazard maps? (a) to determine areas that are at higher risk from a geologic hazard (b) to predict when an earthquake might occur (c) to identify stress-related strain in rocks (d) to monitor gas seepage from strained or fractured rocks How far from the epicenter is seismograph B? How far from the epicenter is seismograph C? Which seismograph is farthest from the epicenter? Why is there an 8 min interval between P waves and S waves in seisomograph B but an 11 min interval between P waves and S waves in seismogram C? Alternative Assessment – News Broadcast Work in small groups to write a script and perform radio or TV broadcast describing the effects of an earthquake. Interview a “geologist,” who describes the seismic event and its cause; an “engineer,” details the effects on structures; safety bulletins issued by local officials; or first-person accounts from those who experienced the disaster. Use animations, sound effects, or compile video sequences to lend realism to their broadcast simulation. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 34 Timeline Topic District Core Concepts CA State Standard • There are different types of volcanoes, which are formed based on the viscosity and gas content of the lava/magma. 1 week Volcanoes • California geology is the basis of numerous natural hazards including earthquakes, landslides, volcanoes, unstable cliffs, and tsunamis. District Student Performance Objectives √ Explain volcanism. √ Identify three tectonic settings where volcanoes form. √ Explain how the composition of magma affects volcanic eruptions and lava flow. √ Identify the three main types of volcanic cones. √ List three events that may signal a volcanic eruption. Supports • Pre-Reading Activity – Fold Notes p. 318 • Using the Figure – Forming Islands p. 318; Pressure and Magma Formation p. 319; Volcano Locations p. 320; Lava Flow p. 326; Volcano Types p. 328 • Reading Skill Builder – Reading Organizer p. 320; Vocab p. 320; Reading Hint p. 328 • Inclusion Strategies p. 320; p. 329 • Reteaching – Volcanic Settings p. 323; Volcanoes, Magma and Eruptions p. 329 • Alternative Assessment – Modeling Volcanic Processes p. 324; Modeling Volcano Formation p. 330 • Demostration – Viscosity p. 325 • Focus on the Standards – 3.e p. 326 • Graphic Organizer – Spider Map p. 327 • Group Activity – Historic Eruptions p. 328 • Graphing Skills – Line Graph and Recording Data p. 20-21 3.e There are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes. Relevant Activities • Changing Melting Points – Quick Lab p. 321 • Volcanic Cones – Quick Lab p. 329 • Volcano Verdict – Making Models Lab pp. 336-337 • Lava Flows – Inquiry Lab CRF pp. 35-38 • Magma in Earth’s Crust – Making Models Lab CRF pp. 39-42 Corresponding Text Section Holt Earth Science • Ch. 13 pp. 318-330 Enrichment Activities • Focus on the Standards – 3.f* p. 321 • Homework – Touring the Mid-Atlantic Ridge p. 322 • Social Studies Connection – Geothermal Energy p. 322 • Skill Builder – Graphing p. 323 • Math Practice – A Lot of Lava p. 326 • Cultural Awareness – Vesuvius-Then and Now p. 326 • Art Connection – The Scream p. 327 • Activity – Poster Project p. 327 • Discussion – Mount St. Helens p. 327 • Astronomy Connection – Extraterrestrial Volcanoes p. 328 • Math Skills – Using Exponents to Express Scientific Measurements CRF pp. 18-19 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 35 Sample Assessments for Volcanoes Which type of volcano is made up of only pyroclastic material that results from violent eruptions? (a) cinder cone (b) composite volcano (c) shield volcano (d) stratovolcano The illustration above shows volcano activity in the Cascade region of the Pacific Northwest. How does activity at point B contribute to volcanic activity at Mount St. Helens and Mount Adams? (a) The Juan de Fuca plate is subducting under the North American plate, producing magma. (b) The Juan de Fuca plate is spreading away from the Pacific plate, producing magma. (c) The volcanic activity is being caused by a hot spot in the North American plate. (d) The North American plate is pushing down on the asthenosphere, producing magma. At which location does the greatest amount of magma reach the surface, forming a major zone of volcanism? (a) hot spots (b) intrusions (c) mid-ocean ridges (d) subduction zones The Pacific Ring of Fire is caused by (a) hot spots throughout the Pacific ocean. (b) subduction of plates along Pacific coasts. (c) mid-ocean ridges in the Pacific. (d) fault lines along Pacific coasts. How does volcanic activity contribute to plate margins where new crust is being formed? (a) Where new plates collide at subduction zones, rocks melt and form pockets of magma. (b) Between plate boundaries, hot spots may form a chain of volcanic island. (c) When plates pull apart at volcanic ridge, magma creates new ocean floor. (d) At some boundaries, new crust is formed when one plate is formed on top of another. Volcanoes form at various places around Earth, including subduction zones, divergent boundaries, and hot spots. Which of the following is an example of a volcanic formation that is produced at subduction zones? (a) mid-ocean ridges (b) mantle plumes (c) fissures (d) island arcs A scientist is studying a volcanic lava flow in Hawaii. The scientist finds sharp volcanic rock in a large lava field. Which of the following statements best describes the lava that the scientist found? (a) The lava is malfic lava that flowed during a quiet eruption. (b) The lava is the least viscous form of malfic lava. (c) The rocks that are lapilli that were produced during an explosive eruption. (d) The lava has a high silica content and flowed during a quiet eruption. Alternative Assessment – Chain-of-Events Charts Create three chain-of-events charts, one for each type of volcano: shield, cinder cone, and composite. Direct students to start each chart with a plate tectonic setting. Introduce as side chains the magma type and viscosity, the resulting erupted materials (from smooth lavas to pyroclastic materials) and the type of eruption that will occur (explosive or quiet). Each chain will end with one type of volcano. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 36 Timeline Topic District Core Concepts CA State Standard • Many of California’s important economic resources are based on its geology. Examples include oil and natural gas, agriculture, ore, and geothermal energy. 0.5 week CA Geology • California geology is the basis of numerous natural hazards including earthquakes, landslides, volcanoes, unstable cliffs, and tsunamis. District Student Performance Objectives √ Describe the three categories of resources in California. √ Describe the principal natural hazards in California and their geologic basis. √ Describe the source of California’s fresh water. Supports • Reading Checks p. C3, C7, C15, C21, C25 • Maps in Action – Earthquake Hazard Map of California p. C30 • Focus on the Standards – 9.a p. 167 (Ch. 7.3) 9.a. Know the resources of major economic importance in California and their relation to California's geology. 9.b. Know the principal natural hazards in different California regions and the geologic basis of those hazards. 9.c. Know the importance of water to society, the origins of California 's fresh water, and the relationship between supply and need. Relevant Activities • Clean Up Your Act – Inquiry Lab pp. C28-29 Corresponding Text Section Holt Earth Science • CA Close-Up pp. 805a-C25 Enrichment Activities • Science and Technology – “Xena” the Tenth Planet p. C31 • Writing from Research – Water Rights Struggle, Q27 p. C27 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 37 Sample Assessments for CA Geology Which of the following energy resources provides the largest percentage of all of the energy used in California? (a) oil and natural gas (b) hydroelectric (c) geothermal (d) solar Which of the following energy resources is the most plentiful renewable energy resource in California? (a) geothermal (b) hydroelectric (c) solar (d) wind Which of the following statements about earthquakes in California is false? (a) California experiences more than 3 earthquakes each day. (b) Most earthquakes in California are too small to feel. (c) Earthquakes of magnitude 4.5 and greater are uncommon in California. (d) Many earthquakes in California happen at tectonic plate boundaries. Movement along the San Andreas fault occurs at the boundary between which two tectonic plates? (a) the Juan de Fuca plate and the Pacific plate (b) the Juan de Fuca plate and the North Atlantic plate (c) the Pacific plate and the North American plate (d) the Pacific plate and the Cocos plate Where are aquifers in California located? Explain why few localities in California are suitable for building wind farms. Describe the relationship between tectonic plate boundaries and the locations of earthquakes in California. Explain why parts of California are prone to landslides. Alternative Assessment – Concept Map Use the following terms to construct a concept map: energy resource, hydroelectric, solar-electric generating plant, oil and natural gas, solar, steam, renewable resource, wind, dam, nonrenewable resource, oil and natural gas field, geothermal, and wind farm 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 38 Timeline 2 weeks Topic Energy in Earth’s Systems District Core Concepts • Most of the energy available at the Earth’s surface is from the Sun. However, there is a small amount of geothermal energy that is generated by the continuing decay of radioactive elements. CA State Standard • Depending on its wavelength, INSOLATION (Incoming Solar Radiation) is absorbed, reflected, or used in photosynthesis. 1.e. The Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. 4.a. Know the relative amount of incoming solar energy compared with Earth's internal energy and the energy used by society. 7.c. The movement of matter among reservoirs is driven by Earth's internal and external sources of energy. District Student Performance Objectives √ Identify the two main sources of energy in the Earth system. √ Summarize the processes of nuclear fission and nuclear fusion. √ Explain how geothermal energy may be used as a substitute for fossil fuels. √ Compare passive and active methods of harnessing energy from the sun. √ Supports Relevant Activities Corresponding Text Section Holt Earth Science • Ch. 2.2: Earth’s Energy Budget pp. 34-35 • Ch. 7.2 pp. 159-164 • Ch. 7.3 pp. 165-168 • Effects of Solar Energy – Ch.2, Quick Lab p. 35 • Energy Transfer - Ch. 2, Inquiry Lab, CRF pp. 40-43 • Solar Collector - Ch. 7, Quick Lab p. 166 • Solar Cooker - Ch. 29, Inquiry Lab, CRF pp. 40-43 • Using the Figure – Energy Budget p. 34; Rock Layers and Density p. 161; Electricity from Nuclear Fission p. 163; Natural Hot Tub p. 165 • Graphic Organizer – Comparison Table p. 34; Chain-of-Events Chart p. 163 • Identifying Preconceptions – Is It Renewable? p. 159 • Group Activity – Purifying with Pressure p. 160 • Demonstration – Chain Reaction p. 162 • Skill Builder – Vocabulary p. 162; Vocabulary p. 166 • Reteaching – Flashcards p. 164; Energy in Action p. 167 • Alternative Assessment – Letter to the Editor p. 164; Tour Brochure p. 168 • Inclusion Strategies p. 166 • Maps in Action – Wind Power in the United States p. 180 • Physics Connection – The Laws of Thermodynamics p. 34 • Math Practice – Coal Reserves p. 160 • Internet Activity – Resource Locations p. 160; Biomass Potential p. 167 • Focus on the Standards – 7.d• p. 161 • History Connection – Nuclear Theory p. 162 • Debate – Pros and Cons p. 163 • Homework – Fudging Fusion? p. 163 • Group Activity – Modern Mining p. 181 Enrichment Activities 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 39 Sample Assessments for Energy in Earth’s Systems Energy experts have harnessed geothermal energy by (a) building dams. (b) building wind generators. (c) drilling wells. (d) burning coal. The graph above shows predicted world-wide energy consumption by fuel type between the years 2001 and 2025. Which of the following sources of energy is predicted to see the greatest increase in usage between 2001 and 2025? (a) oil (b) natural gas (c) coal (d) renewable Energy can enter the Earth system from internal sources through convection and from external sources through (a) radioactive decay (b) wave energy (c) wind energy (d) solar energy The splitting of the nucleus of an atom to produce energy is called (a) geothermal energy. (b) nuclear fission. (c) nuclear fusion. (d) hydroelectric power. What processes in the sun produce the energy that reaches Earth? (a) fusion of hydrogen atoms to form helium (b) fission of uranium isotopes (c) the splitting of atoms into smaller atoms (d) the burning of helium nuclei Solar energy is one renewable resource that people often use. How do people collect solar energy? (a) They harness the energy by building dams. (b) They use boxes that have glass tops and allow the heating of water. (c) They drill wells to reach hot water. (d) They burn organic material to release energy. Earth has internal energy, but it also receives a lot of external energy. Which of the following statements describes an external source of energy on Earth? (a) Earth’s core is hot because of the force of Earth’s gravity. (b) Radioactive atoms keep Earth’s interior hot. (c) Earth gets all of its energy from its formation (d) The sun warms Earth’s atmosphere and surface. Alternative Assessment – Concept Map Use the following terms to create a concept map: resource, renewable, nonrenewable, fossil fuel, nuclear energy, geothermal energy, solar energy, and conservation. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 40 Timeline 3 weeks Topic District Core Concepts CA State Standard The Atmosphere • The Earth’s atmosphere is currently composed of N2, O2, Ar, and trace gases while in the distant past it was primarily methane and ammonia and has evolved over time. • The atmosphere is classified into four layers based on the temperature gradient. • Depending on its wavelength, INSOLATION (Incoming Solar Radiation) is absorbed, reflected, or used in photosynthesis. • Shorter-wave radiation from the Sun passes through the atmosphere and is absorbed by the Earth. • Greenhouse gases (CO2, H2O, methane, nitrogen oxide pollutants) absorb long wave (thermal) radiation emitted by the Earth; this is known as the greenhouse effect. • Differential heating of the Earth’s surface results in convection cells. • The Coriolis Effect is due to the Earth’s rotation and causes air to deflect to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. • The convection cells along with the Coriolis Effect generate the global air circulation patterns. • The ozone layer is located in the stratosphere and is responsible for absorbing ultraviolet radiation and varies in response to both naturally occurring and human activities. 4.b. Know the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis. 4.c. Know the different atmospheric gases that absorb the Earth's thermal radiation and the mechanism and significance of the greenhouse effect. 5.a. Differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. 5.b. Know the relationship between the rotation of Earth and the circular motions of ocean currents and air in pressure centers. 5.c. Know the origin and effects of temperature inversions. 8.a. Know the thermal structure and chemical composition of the atmosphere. 8.b. The composition of Earth's atmosphere has evolved over geologic time and know the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmospheric oxygen. 8.c. Know the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities. District Student Performance Objectives √ Describe the composition of the atmosphere and identify its layers. √ Explain how radiant energy reaches Earth. √ Summarize the processes of radiation, conduction, and convection. √ Explain the Coriolis effect. √ Describe the global patterns of air circulation, and name three global wind belts. √ Identify two factors that for local wind patterns. Supports • Pre-Reading Activity – Booklet p. 546 • Using the Figure – Storm Watch p. 546; Barometers p. 551; Phantom Images p. 557; Coriolis p. 562 • Demonstration – Air Force p. 547; Observ Photosynthesis p. 548; Modeling Coriolis p. 561 • Reading Skill Builder – Paired Summarizing p. 548; Vocab p. 557; Reading Organizer p. 562 • Activity – Dust Collectors p. 549; Create a Vacuum; Weather Maps p. 551; Magic with Beads p. 555; Blue and Red Skies p. 556; Comparing Albedos p. 557; It’s a Breeze p. 562 • Focus on the Standards – 8.c p. 549; 5.c p. 553; 5.a p. 563 • Inclusion Strategies p. 552; p. 562 • Reteaching – Name that Sphere p. 553; Peer Reviewing p. 559 • Alternative Assessment – Modeling p. 553; Spectrum of Life p. 559 • Graphic Organizer – Comparison Table p. 563 • Maps in Action – Absorbed Solar Radiation p. 572 • Graphing Skills – Line Graphs and Recording Data (Temp.) CRF pp. 31-32 Relevant Activities • Barometric Pressure – Quick Lab p. 551 • Light and Latitude – Quick Lab p. 559 • Energy Absorption and Reflection – Inquiry Lab pp. 570-571 • Ultraviolet Protection - CRF pp. 49-52 • Global Air Movement – CRF pp. 53-56 Corresponding Text Section Holt Earth Science • Ch. 22 pp. 546-564 Enrichment Activities • Biology Connection – The Breath of Life p. 548 • Teaching Tip – Making Concepts Relevant p. 549 • Math Practice – Force of the Air p. 550 • Skill Builder – Writing p. 556 • Chemistry Connection – Catalytic Conversions p. 556 • Internet Activity – Global Warming p. 558 • Alternative Assessment – Essay p. 563 • Science and Technology – Energy from the Wind p. 573 • Math Skills – Significant Digits and Wind Measurement CRF pp. 29-30 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 41 Sample Assessments for The Atmosphere Which of the following best describes the relationship between atmospheric pressure and altitude? (a) The atmospheric pressure increases as the altitude increases. (b) The atmospheric pressure increases as the altitude decreases. (c) The atmospheric pressure varies unpredictably at different altitudes. (d) The atmospheric pressure is constant at all altitudes. Differential heating of Earth’s atmosphere results in circulation patterns such as those shown in the figure above. What happens to the air around location A as the air warms and decreases in density? (a) It rises. (b) It sinks. (c) It stagnates. (d) It contracts. Much of life on Earth became possible in part because the oxygen levels on Earth increased. Today, the oxygen levels on Earth stay constant. How is this possible? (a) Plants produce as much oxygen as is used by other organisms. (b) The oxygen produced by plants is broken down by chlorofluorocarbons. (c) Oxygen is converted to ozone and is moved to the outer atmosphere. (d) The oxygen produced by plants is fixed by bacteria. Venus has more greenhouse gases in its atmosphere than Earth does, and Earth has more greenhouse gases in its atmosphere than Mars does. Based on this, what can be concluded about the temperatures on each planet? (a) Venus is warmer than Earth, but Earth is cooler than Mars. (b) Venus, Earth, and Mars all have the same temperature. (c) Mars is the warmest place of the three. (d) Earth is cooler than Venus is and warmer than Mars is. As Earth’s atmosphere became warmer over time, more organisms began to live on Earth. Which of the following is NOT a direct factor in the warming of Earth’s atmosphere? (a) reflection of solar energy (b) of sun’s radiation (c) absorption of the sun’s light by Earth’s clouds, dust, and gases (d) the greenhouse effect In the Northern Hemisphere, the Coriolis effect caused winds moving toward the North Pole to be deflected in which of the following ways? (a) Winds are deflected to the right. (b) Winds are deflected to the left. (c) Winds are deflected in unpredictable patterns. (d) Winds are not deflected by the Coriolis effect. Ozone, a gas molecule made up of three oxygen atoms, is found in the upper atmosphere. Which if the following statements best describes ozone? (a) It is required for photosynthesis. (b) It breaks down the protective layer that surrounds Earth. (c) It absorbs harmful ultraviolet radiation. (d) It is one of the many particulates found in the atmosphere. Alternative Assessment – Life’s a Gas Imagine you are one of the main gases in the atmosphere (N2, O2, Ar, H20, ozone, or CO2) and write a story describing your life using words and illustrations. Identify what gas you are, what layers of the atmosphere you have resided in, and what happened during your life the atmosphere. Describe whether you have cycled through living or non-living things on Earth, interacted with solar radiation, or reacted with pollutants in the air. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 42 Timeline Topic 2 weeks Oceanography District Core Concepts • Properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms • Latitudinal bands, or zones, of similar climatic conditions circle Earth which influence salinity and deep water circulation. • Differential heating of Earth’s surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. • There is a relationship between the Earth’s rotation and the circular motions of ocean currents and air in pressure centers. District Student Performance Objectives √ Describe the chemical composition of ocean water. √ Describe the salinity, temperature, density, and color of ocean water √ Describe how wind patterns, the rotation of Earth, and continental barriers affect surface currents in the ocean. √ Explain how differences in ocean water density affect the flow of deep currents. Supports • Pre-Reading Strategies – Four-Corner Fold p. 492; Layered Book p. 518 • Using the Figure – Water p.492; Salinity p.496; Density p.499; Tide p.518; Belt p. 521 • Activity – Losing Fizz p. 493; Ocean Surface Temperatures p. 497 • Reading Skill Builder – Paired Summarizing p. 498; Vocabulary p. 522 • Reteaching – Basic Diagrams p. 499; Venn Diagrams p. 523 • Alternative Assessment – Essay p. 500 • Discussion – Beachcombing p. 519 • Demonstration – Modeling Ocean Currents p. 520 • Inclusion Strategies p. 520 • Focus on the Standards – 5.b p. 521 • Graphic Organizer – Comparison Table p. 523 CA State Standard 5.a. Differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. 5.b. Know the relationship between the rotation of Earth and the circular motions of ocean currents and air in pressure centers. 5.d. Know properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms. 7.b. Know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs. Relevant Activities Corresponding Text Section • Dissolving Solids – Ch. 20, Quick Lab p. 495 • Density Factors - Ch. 20, Quick Lab p. 499 Holt Earth Science • Ocean Water Density - Ch. 20, Skills Lab pp. 514-515 • Ch. 20.1 pp. 492-500 • Ocean Currents - Ch. 21, Quick Lab p. 522 • Ch. 21.1 pp. 518-524 • Ocean Currents and Water Temp - Ch. 21, Skills Practice Lab, CRF 45-48 Enrichment Activities • Skill Builder – Math p. 495 • Focus on the Standards – 7.d* p. 494 • Homework – Freezing Fresh and Salt Water p. 497 • Environmental Science Connection – Surface-Water Temperatures p. 498 • Geography Connection – Research p. 521 • History Connection – Research p. 522 • Biology Connection – Vertical Ocean Movements p. 523 • Alternative Assessment - Adventure of a Drop p. 524 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 43 Sample Assessments for Oceanography Which of the following statements about the oceans and carbon is true? (a) The oceans contain very little carbon. (b) The oceans do not ply a role in the cycling of carbon. (c) The oceans contain more carbon than the atmosphere does. (d) Because the oceans hold carbon, they do not play a role in climate regulations. Which of the following statements describes ocean salinity? (a) Salinity is lowest in areas where precipitation is highest. (b) Salinity is not affected by the freezing of water. (c) Salinity does not vary, and the ocean has a salinity of 34.7%. (d) Salinity is high in tropical areas. Which of the following statements is NOT true of the temperature of ocean water? (a) Temperature varies depending on the depth ad location. (b) The amount of solar energy an area receives determines temperature. (c) Temperature is influenced by salinity. (d) Ocean water freezes at -1.9ºC. The temperature of ocean water is dependent on all of the following except (a) depth. (b) the amount of solar energy it receives. (c) water movement. (d) the number of organisms living in it. The density of ocean water is influenced by what two factors? (a) dissolved gases and dissolved solids (b) salinity and temperature (c) water color and thermocline (d) dissolved carbon and trace elements Which of the following statements describes dissolved Based on the figure above, which of the following gases in the ocean? statements describes upswelling? (a) N2 and O2 do not dissolve in ocean water. (a) Nutrient-rich water moves from the ocean (b) CO2 can stay dissolved in ocean water for bottom to the surface. thousands of years. (b) Nutrient-rich water moves parallel to the shore. (c) Ocean water does not release dissolved gasses. (c) Nutrient-rich water moves parallel to the (d) Most O2 enters the ocean from rivers. direction of the wind. (d) Nutrient-rich water moves from the shore out to the open ocean. Alternative Assessment – Ocean Video Work in groups to produce plans for an animated video or film bout the concepts covered in this unit. Prepare a detailed presentation of your plan that you might give a video producer. Show how you will cover the concepts using techniques you have seen in films and videos. Create animated characters to narrate the video, and plan illustrations, graphs and charts to present the material. Show sketches and samples of visual materials you plan t use, including storyboards. Suggest and play appropriate music and sound effects for various parts of the video. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 44 Timeline Topic District Core Concepts CA State Standard • Climate is the long-term average of a region’s weather and depends on 3 weeks Climate many factors. Weather (in the short run) and climate (in the long run) involve the transfer of energy into and out of the atmosphere. • Climate is affected by latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents. • Earth’s climate has changed over time, corresponding to changes in Earth’s geography, atmospheric composition, and other factors, such as solar radiation and plate movement. • Forests and deserts are related to the global air circulation patterns and are found at high (30° and 90°) and low (0° and 60°) pressure areas, respectively. District Student Performance Objectives √ List the four main types of air masses and explain how they form. √ Describe how air masses affect the weather of North America. √ Identify two major factors used to describe climate. √ Explain how latitude determines the amount of solar energy received on Earth. √ Describe how different rates at which land and water are heated affect climate. √ Describe the different types of climates. Supports • Pre-Reading Activity – Key Term Fold p. 600; Tri-Fold p. 630 • Demonstration – Coriolis Effect p. 601; Comparing Air Masses p. 602; Latitude and Temp p. 632; Icecaps Melting p. 644 • Activity – On the Move p. 602; Bulletin Board p. 602; El Nino p. 635; Adaptations p. 638; Tree Rings p. 641 • Reading Skill Builder – Reading Hint p. 602; Paired Summarizing p. 632; Reading Organizer p. 645 • Inclusion Strategies p. 602; p. 639; p. 643 • Focus on the Standards – 5.a p. 603; 6.b p. 633 • Reteaching – Spider Maps p. 603; Climate Factors p. 635; Flipbook p. 639; Peer Reviewing p. 645 • Alternative Assessment – Electric Quiz Game p. 604; Graphing p. 635; Travel Agent p. 639; Global Warming in the News p. 645 • Using the Figure – Life Adapts p. 630; Temp Ranges p. 631; Shifting Winds p. 633; Rising Sea p. 645 • Discussion – Name that Climate p. 637 • Graphic Organizer – Cause-and-Effect Map p. 643 • Graphing Skills – Bar Graphs and Climte, Ch. 25 CRF pp. 24-25 5.a. Differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. 5.e. Rain forests and deserts on Earth are distributed in bands at specific latitudes. 6.a. Weather (in the short run) and climate (in the long run) involve the transfer of energy into and out of the atmosphere. 6.b. Know the effects on climate of latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents. 6.c. Earth's climate has changed over time, corresponding to changes in Earth's geography, atmospheric composition, and other factors, such as solar radiation and plate movement 7.b. Know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs. Relevant Activities • Evaporation – Ch. 25, Quick Lab p. 634 • Hot Stuff – Ch. 25, Quick Lab p. 644 • Factors that Affect Climate – Ch. 25, Inquiry Lab pp. 653-654 • Particulates in the Atmosphere – Ch. 25, Inquiry Lab, CRF pp. 41-44 • Microclimates – Ch. 25, Skills Practice Lab, CRF pp. 45-48 Corresponding Text Section Holt Earth Science • Ch. 24.1 pp. 600-604 • Ch. 25 pp. 630-646 Enrichment Activities • Math Practice - Specific Heat p. 634 • Physics Connection – Latent Heat p. 634 • Skill Builder – Math p. 638 • Focus on the Standards – 5.f * p. 639; 6.d * p. 643 • Internet Activity – Climate Models p. 642 • Debate – Global Warming p. 642 • Chemistry Connection – Oxygen Isotopes p. 642 • Homework – Volcanoes and Climate p. 644 • Law Connection – Kyoto Protocol p. 645 • Alternative Assessment – Subclimate Story p. 647 • Math Skills – Geometry and Climate, Ch. 25 CRF pp. 22-23 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 45 Sample Assessments for Climate Differences in air pressure result in the formation of air masses and fronts. In turn, these differences in air pressure are caused by (a) wind. (b) unequal heating of Earth’s surface. (c) violent storms. (d) midlatitude cyclones. Based on the climatograms above, which of the two cities is in a tropical climate? (a) Nashville, TN (b) Manokwari, New Guinea (c) Both cities are in a tropical climate. (d) Neither city is in a tropical climate. Which month shows the most rainfall for both climates in the climatograms? (a) March (b) June (c) September (d) December Over time, Earth’s climate has changed. Which of the following was NOT a factor in that change? (a) plate tectonics (b) orbital change (c) human activity (d) winds In samples of atmospheric gases taken from ice cores, high levels of carbon dioxide indicate that the sample is from a time period that had (a) a warm climate. (b) a cool climate. (c) high amounts of precipitation. (d) low amounts of precipitation. Which statement best compares how land and water are heated by solar energy? (a) Water heats up faster and to a higher temperature than land does. (b) Land heats up faster and to a higher temperature than water does. (c) Water heats up more slowly but reaches a higher temperature than land des. (d) Land heats up more slowly and reaches a higher temperature than water does. Climate is affected by a number of factors, including latitude, elevation, and proximity to mountains. How might mountains affect climate? (a) They increase temperature as air moves over a mountain. (b) They cause air to lose moisture as it passes over the mountains. (c) They absorb heat slower than other areas do, changing the climate. (d) They moderate air temperatures. Latitude is a determining factor in the type of climate that a region has. This is due primarily to (a) the amount of solar energy a latitude receives. (b) global wind patterns. (c) the proportion of land to water. (d) ocean currents. Alternative Assessment – Graphing Graph the monthly average precipitation and the high and low temperatures for a city over the last year. Then, write a short description of the climate and the factors that influence it. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 46 Timeline Topic District Core Concepts CA State Standard • Solid Earth, oceans, atmosphere, and organisms act as reservoirs through which elements move as part of biochemical cycles, e.g. the carbon cycle and nitrogen cycle. 1 week Biogeochemical Cycles • The global carbon cycle extends across physical and biological Earth systems. The different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs. District Student Performance Objectives √ Identify four processes in which matter and energy cycle on Earth. √ Describe how petroleum and natural as form and how they are removed from Earth. Supports • Focus on the Standards – 7.a pp. 35; 7.b p. 36 • Reading Skill Builder – Reading Hint p. 36 • Using the Figure – Nitrogen Cycle p. 36 • Graphing Skills – Bar Graphs and Composition of Earth’s Atmosphere, Ch. 2 CRF p. 24-25 (also listed in ‘Earth as a System’, Transition Unit) 7.a. Know the carbon cycle of photosynthesis and respiration and the nitrogen cycle. 7.b. Know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs. 7.c. Know the movement of matter among reservoirs is driven by Earth's internal and external sources of energy. Relevant Activities • Testing the Conservation of Mass – Ch. 2, Skills Practice Lab, CRF p. 35-37 (also listed in ‘Earth as a System’, Transition Unit) Corresponding Text Section Holt Earth Science • Ch. 2.2: Cycles in the Earth System pp. 36-38 • Ch. 7.2: Fossil Fuels pp. 159-161 Enrichment Activities • Group Activity – Earth’s Other Cycles p. 37 • Alternative Assessment – Rates of Cycles p. 37 • Focus on the Standards – 7.d * p. 161 (also listed in ‘Energy in Earth’s Systems’, Unit 4) 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 47 Sample Assessments for Biogeochemical Cycles Which of the following processes is not involved in the water cycle? (a) evaporation (b) transpiration (c) nitrogen fixing (d) precipitation Phosphorous cycles through all spheres except the (a) geosphere. (b) atmosphere. (c) biosphere. (d) hydrosphere. Carbon cycles through Earth’s system. During photosynthesis, carbon is (a) released from wood as carbon dioxide when wood is burned. (b) broken down and released from the remains of living organisms. (c) converted by organisms from a gas to carbohydrates. (d) released by organisms as carbon dioxide. Because phosphorous rarely occurs as a gas, the phosphorous cycle mainly occurs between the (a) biosphere, geosphere, and hydrosphere. (b) biosphere, geosphere, and atmosphere. (c) geosphere, hydrosphere, and atmosphere. (d) biosphere, hydrosphere, and atmosphere. Which of the following describes coal? (a) It is a nonrenewable resource that formed from ancient plants. (b) It is a renewable resource that formed from the Sun’s energy. (c) It is a nonrenewable resource that forms in the presence of oxygen. (d) It is a renewable resource that contains hydrocarbons. How would the removal of decomposers from Earth’s biosphere affect the carbon, nitrogen, and phosphorous cycle? 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 48 Timeline 2 weeks Topic Biology Connections District Core Concepts • Most of the energy available at the Earth’s surface is from the Sun. However, there is a small amount of geothermal energy that is generated by the continuing decay of radioactive elements. • Geologic studies of Earth and other planets suggest that early Earth was very different from Earth today. CA State Standard 4.b. Know the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis. I&E, especially 1.a, 1.d, 1.g, 1.i District Student Performance Objectives Relevant Activities √ Summarize how energy is transferred through an ecosystem. √ Describe how index fossils can be used to determine the age of rocks. √ Summarize how evolution is related to geologic change √ Identify 1 major geologic and 2 major biological developments in the Paleozoic Era. √ Identify 2 major geologic and biological developments during the Cenozoic Era. • Studying Ecosystems – Ch. 2, Quick Lab p. 41 • Types of Fossils – Ch. 8, Making Models Lab pp. 206207 • Got Fossils? – Ch. 8, Inquiry Lab, CRF pp. 46-49 • Chocolate Candy Survival – Ch. 9, Quick Lab p. 217 Supports • Using the Figure – Members of Ecosystems p. 39; Food Webs p. 41; Comparing Bones p. 215; Geologic Time p. 216; Sea to Land p. 219; Comparing Characteristics p. 222; Mammal Characteristics p. 224 • Activity – Poster Project p. 40; Spacing Footprints p. 199 • Focus on the Standards – I&E 1.l p. 40; 1.d p. 199; 1.i p. 222 • Inclusion Strategies p. 41; p. 198; p. 216 • Reteaching – Food Chains p. 41; Listing p. 199; Life in the Paleozoic p. 219; Create a Brochure p. 225 • Alternative Assessment – Modeling Ecosystems p. 42; Captioned Pictures p. 200; Television Script p. 220; Timeline p. 226 • Map Skills Activity – Concentration of Plant Life on Earth p. 50 • Impact on Society – Biological Clocks p. 51 • Demonstration – Learning Earth’s History p. 197 • Reading Skill Builder – Paired Summarizing p. 198; Reading Organizer p. 222; Vocab p. 223 • Discussion – Handprint History p. 198; Drawing Conclusions p. 217; Body of Evidence p. 218; More Resources? p. 221; Flowering Plants p. 223 • Mapping Expedition – Where the Hippos Roam pp. 840-841 • Graphic Organizer – Spider Map p. 219 ª Internet Activity – Online Museums p. 223 Corresponding Text Section Holt Earth Science • Ch. 2.3 pp. 39-42 • Ch. 8.3 pp. 197-200 • Ch. 9.2 pp. 215-220 • Ch. 9.3 pp. 221-226 Enrichment Activities • Activity – Ocean-Plant Distributions p. 50 • Internet Activity – Health and Biological Clocks p. 51; Supercontinent p 218 • Group Activity- Fossils in Many Forms p. 198 • Biology Connection – Dinosaurs and Birds p. 199; Primitive Mammals p. 224 • Homework – Survivor: The Real Story p. 217; Horse History p. 225 • Debate – The Current Extinction p. 219; Dinosaur Extinction p. 223 • Teaching Tip – Have Students Teach Others p. 219 • Environmental Science Connection – The Isolation of Antartica p. 224 • Skill Builder – Math p. 224 • Alterative Assessment – Science Consultants p. 227 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 49 Sample Assessments for Biology Connections Fossils that provide direct evidence of the feeding habits of ancient animals are known as (a) coprolites. (b) molds and casts. (c) imprints. (d) trace fossils. To be an index fossil, a fossil must (a) be present in rocks that are scattered over a small geographic area. (b) contain remains of organisms that lived for long period of geologic time (c) occur in small numbers within the rock layers. (d) have features that closely distinguish it from other fossils. The flow of energy in an ecosystem can be illustrated by a pyramid. Why is less energy available at the top of the Plants act as the base for the flow of energy through the pyramid than at the bottom of the pyramid? biosphere. What is the function of plants in the flow of (a) Organisms at the top of the pyramid use less energy? energy than organisms at the bottom of the (a) They capture solar energy and use it as food. pyramid do. (b) They consume other organisms, absorbing (b) Organisms at the bottom of the pyramid need energy. more energy to survive than organisms at the top (c) They break down other organisms, releasing of the pyramid do. energy into the environment. (c) At the bottom of the pyramid, organisms must (d) They absorb solar energy and make it directly consume other organisms to get energy. available to other organisms. (d) As energy moves up the pyramid, some energy is lost. Draw an energy pyramid that includes the organisms shown in the food web diagram on p. 41. The process by which the remains of an organism are preserved by drying is called (a) petrification. (b) mummification. (c) erosion. (d) superposition. Energy flows through a ecosystem, starting as solar energy. Which of the following sequences shows the proper flow of energy through an ecosystem? (a) solar energy -> consumers -> decomposers (b) solar energy -> decomposers -> scavengers (c) solar energy -> producers -> consumers (d) solar energy -> scavengers -> producers A fossil that has unusual features is found in many areas of Earth. It represents a brief period f geologic time but occurs in small numbers. Would this fossil make a god index fossil? Explain. 3/2/09 Earth Science 1,2 Units of Study High School Instructional Support 50 Sample Assessments for Biology Connections (continued) Human civilization developed during which of the following periods of time? (a) Triassic Period (b) Jurassic Period (c) Tertiary Period (d) Quarternary Period During which two periods were Earth’s average global temperatures the highest? During which periods did Earth’s average global temperature decrease? Based on the graph above, could climate change have caused the Permian mass extinction? Is climate change a likely cause of the mass extinction at the CretaceousTertiary boundary? Explain your answer. If Earth formed about 4.6 billion years ago, what percentage of Earths total history did the Cenozoic Era fill? (a) about 1.5 % (b) about 10.5 % (c) about 15 % (d) about 50 % Which of the following statements best describes the relationship between evolution and geologic change? (a) Geologic change does not affect evolution. (b) Dramatic geologic changes can drive evolutionary changes. (c) Evolution can cause geologic change. (d) Geologic change always causes extinctions. During various times in Earth’s history, mass extinctions have occurred. During a mass extinction, enormous numbers of species die. How do mass extinctions benefit surviving organisms? (a) The surviving organisms can consume the dead organisms. (b) The mass extinction makes resources available for surviving organisms. (c) Mass extinctions prevent the spread of disease to surviving organisms. (d) The surviving organisms can adapt to the environment more easily. Which of the following statements describes a principle of natural selection? (a) The environment has more than enough resources to support all of the individuals that are born in a given ecosystem. (b) Only individuals well-suited to the environment are likely to survive and reproduce. (c) Individuals in a healthy population are identical and have the same traits. (d) Most species produce plentiful offspring that will all live until maturity and reproduce. Concept Mapping Use the following terms to create a concept map: geologic time, Paleozoic Era, Mesozoic Era, stromalite, Precambrian time, eurypterid, crinoid, Cenozoic Era, trilobite, saurischian, ornithischian, dinosaur, mammal, and human.