Download Earth Science - Fayette County Schools

Science Content Standards and Objectives Earth Science
Standard 1: Nature and Application of Science (SC.S.E.1)
Students will
 demonstrate an understanding of history and nature of science as a human endeavor encompassing the contributions of
diverse cultures and scientists.
 demonstrate the ability to use the inquiry process to solve problems.
 relate science-technology-societal issues while using a variety of sources to construct and defend their solutions
Essential Important
SC.O.E.1.1
SC.O.E.1. 2
SC.O.E.1.3
implement safe procedures and
practices when manipulating
equipment, materials, organisms,
and models.
X
formulate scientific explanations
based on historical observations
and experimental evidence,
accounting for variability in
experimental results
conduct and/or design
investigations that incorporate the
skills and attitudes and/or values
of scientific inquiry: established
research protocol, accurate record
keeping, replication of results and
peer review, objectivity, openness,
skepticism, fairness, or creativity
Compact
X
X
and logic.
SC.O.E.1.4
SC.O.E.1.5
SCO.E.1.6
design, conduct, evaluate and
revise experiments: compose a
question to be investigated, design
a controlled investigation that
produces numeric data, evaluate
the data in the context of scientific
laws and principles, construct a
conclusion based on findings,
propose revisions to investigations
based on manipulation of variables
and/or analysis of error, or
communicate and defend the
results and conclusions.
draw conclusions from a variety of
data sources to analyze and
interpret systems and models: use
graphs and equations to measure
and apply variables such as rate
and scale, evaluate changes in
trends and cycles, or predict the
influence of external variances
such as potential sources of error,
or interpret maps.
investigate, compare and design
scientific and technological
solutions to address personal
X
X
X
and societal problems.
SC.O.E.1.7
SC.O.E.1.8
SC.O.E.1.9
given current science- technologysocietal issues, construct and
defend potential solutions.
relate societal, cultural and
economic issues to key scientific
innovations
synthesize concepts across
various science disciplines to
better understand the natural
world: form and function,
systems, and change over time
Standard 2: Content of Science (SC.S.E.2)
Students will
X
X
X



demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as
delineated in the objectives.
demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental science
and astronomy.
apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences.
Essential Important Compact
SC.O.E.2.1
identify and describe the
structure, origin, and evolution of
the lithosphere, hydrosphere,
atmosphere and biosphere.
X
SC.O.E.2.2 analyze seismic, density, gravity,
and magnetic data to explain the
structure of the earth.
X
SC.O.E.2.3 characterize the eras, epochs and
periods in relation to earth history
and geologic development
X
SC.O.E.2.4 analyze radiometric dating and
rock and fossil evidence to
determine the age of substances.
X
SC.O.E.2.5 use chemical and physical
properties to distinguish between
common minerals and explain
their economic uses.
X
SC.O.E.2.6 use rock characteristics to predict
paleoenvironments or geologic
conditions which existed during
the formation of a given rock
sample.
X
SC.O.E.2.7 investigate and describe the
properties of water, which
contribute to its critical role in
physical and chemical weathering.
X
SC.O.E.2.8 compare and contrast the
effectiveness of agents and
processes of degradation, i.e.,




weathering by gravity,
wind,
water,
ice.
X
SC.O.E.2.9 predict geologic activity
X
associated with specific plate
boundaries and interactions.
SC.O.E.2.10 analyze modern and historical
seismic information to determine
epicenter location and magnitude
of earthquakes.
X
SC.O.E.2.11 evaluate current explanations for
mechanisms, which drive the
motion of plates (convection,
slab-pull, plate push).
X
SC.O.E.2.12 relate the effect of degradation
and tectonic forces on the earth’s
surface features, i.e.,



X
weathering,
physical features of the ocean
floor,
life with the oceans.
SC.O.E.2.13 construct and/or interpret
information on topographic
maps
X
SC.O.E.2.14



identify and describe chemical
and physical properties of
oceans:
composition,
currents,
physical features of the ocean
floor
X
SC.O.E.2.15 compare and contrast
characteristics of the various
oceans, including their lateral
and vertical motions.
X
SC.O.E.2.16 analyze the evolution of the
ocean floor including ocean
crust, sedimentation, active and
passive continental margins.
SC.O.E.2.17



SC.O.E.2.18
X
examine the stratification of the
oceans:
temperature,
salinity zones,
biological zones.
investigate to explain heat
X
transfer in the atmosphere and
its relationship to
meteorological processes:
pressure, winds, evaporation,
condensation, or precipitation.
SC.O.E.2.19
SC.O.E.2.20
SC.O.E.2.21
predict the effects of ocean
currents on climate.
use meteorological evidence and
weather maps (including air
masses, wind, barometric
pressure, and temperature data)
to forecast weather.
X
X
X
examine global change over
time:
X



climatic trends,
global warming,
ozone depletion.
SC.O.E.2.22 apply Newton’s Law of
Universal Gravitation to the
motion of celestial objects to
explain phenomenon observed in
the sun-earth-moon system.
X
SC.O.E.2.23 analyze several origin theories of the
solar system and universe and use them
to explain the celestial bodies and their
movements.
SC.O.E.2.24 compare ancient and modern methods
of studying and uses for astronomy:
calendar, navigation.
X
X
SC.O.E.2.25 use various wavelengths of the
electromagnetic spectrum to investigate
the observable universe.
SC.O.E.2.26 compare the relationship between earth
processes and natural disasters with
their impact on humans.
SC.O.E.2.27 evaluate the potential conflicts, which
arise between societal reliance on natural
resources and the need to act as
responsible stewards to reclaim the
earth, including disposal of hazardous
and non-hazardous waste.
SC.O.E.2.28 research alternative energy sources and
evaluate the ecological, environmental
and economic cost-benefit ratio.
X
X
X
X
Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
First Nine Weeks
Scientific Procedures Unit
Key Learning/
Power
Standards
Benchmark
CSOs
The student will demonstrate sound scientific procedures by designing appropriate investigations, using safe data
collection techniques, comparing the relationship between dependent and independent variables, and carefully
analyzing data to draw conclusions or revise experiments.
SC.O.E.1.1 - implement safe
procedures and practices when
manipulating equipment,
materials, organisms, and models.
Unit EQ
Textbook
Correlation
21st Century
Online
Resources
Lesson EQ’s
SC.O.E.1.4 - design, conduct, evaluate
and revise experiments (e.g., compose a
question to be investigated, design a
controlled investigation that produces
numeric data, evaluate the data in the
context of scientific laws and principles,
construct a conclusion based on
findings, propose revisions to
investigations based on manipulation of
variables and/or analysis of error, or
communicate and defend the results and
conclusions).
How do scientists do science?
SC.O.E.1.5 - draw conclusions from a
variety of data sources to analyze
and interpret systems and models
(e.g., use graphs and equations to
measure and apply variables such as
rate and scale, evaluate changes in
trends and cycles, or predict the
influence of external variances such
as potential sources of error, or
interpret maps).
Holt Earth Science Chapter 1 and the
Lab Safety feature
1. Why is it important to
implement safe
procedures and
practices when
manipulating
equipment, materials,
organisms, and
models?
1. How do scientists conduct scientific experimentation?
Unit Vocabulary
controlled experiment
dependent variable
independent variable
data
Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
First Nine Weeks
Origin and Structure of Earth Unit
Key Learning/ Power
Standards
Benchmark CSOs
Unit EQ
Textbook Correlation
21st Century
Online Resources
Lesson EQ’s
Unit Vocabulary
lithosphere
core
After an introduction to the present structure of the earth, the students will analyze appropriate data to
evaluate evidence on the origin and evolution of earth.
SC.O.E.2.1 - identify and describe the structure,
SC.O.E.2.2 - analyze seismic, density, gravity, and
origin, and evolution of the lithosphere,
magnetic data to explain the structure of the earth.
hydrosphere, atmosphere and biosphere.
How is the Earth structured?
Holt Earth Science Chapter 2
Holt Earth Science Chapters 2 and 12
1. How did the Earth’s system of four “spheres”
evolve?
1. How did Earth’s compositional and structural
layers evolve?
anthensosphere
biosphere
mesosphere
hydrosphere
mantle
geosphere
crust
atmosphere
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Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
First Nine Weeks
Geology Unit
Key Learning/
Power
Standards
Benchmark
CSOs
As students investigate the geologic history of the earth, they will relate/predict the characteristics of specific periods
of geologic time to the formation of common rocks and minerals, and they will use chemical and physical properties to
identify rock and mineral samples.
SC.O.E.2.3 - characterize
the eras, epochs and
periods in relation to earth
history and geologic
development.
Unit EQ
Textbook
Correlation
21st Century
Online
Resources
Lesson EQ’s
Unit Vocabulary
mineral
luster
metamorphism
SC.O.E.2.4 - analyze
radiometric dating and rock
and fossil evidence to
determine the age of
substances.
SC.O.E.2.5 - use chemical
and physical properties to
distinguish between
common minerals and
explain their economic
uses.
SC.O.E.2.6 - use rock
characteristics to predict
paleoenvironments or
geologic conditions which
existed during the
formation of a given rock
sample.
What does the geologic history of the Earth tell us?
Holt Earth Science
Chapter 9
Holt Earth Science
Chapter 8
Holt Earth Science
Chapter 5
1. How does information stored in rocks determine the
order of Earth’s geologic events?
2. How do scientists determine relative and absolute age
of rocks?
3. How do fossils form?
crystal
streak
metamorphic rock
fracture
rock cycle
radiometric dating
1. How are the
characteristics of
minerals determined?
density
igneous rock
fossil
Holt Earth Science
Chapter 6
1. How are the processes
that form a rock related
to the properties of the
rock?
cleavage
sedimentary rock
paleontology
Page 12 of 26
geologic column
evolution
extinction
half-life
Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
Second Nine Weeks
Changing Earth Unit
Key
Learning/
Power
Standards
The students will determine the effects that water, wind, gravity, ice, and geologic activities have on changing the
earth.
Benchmark SC.O.E 2.7 CSOs
investigate and
describe the properties
of water, which
contribute to its critical
role in physical and
chemical weathering.
SC.O.E 2.8 - compare
and contrast the
effectiveness of agents
and processes of
degradation:




weathering by
gravity,
wind,
water,
ice.
SC.O.E.2.9 - predict
geologic activity
associated with
specific plate
boundaries and
interactions.
SC.O.E.2.10 analyze modern and
historical seismic
information to
determine epicenter
location and
magnitude of
earthquakes.
SC.O.E.2.11 evaluate current
explanations for
mechanisms,
which drive the
motion of plates
(convection, slabpull, plate push).
Page 13 of 26
How does earth’s geography change?
Unit EQ
Textbook Holt Earth Science
Correlation Chapters 14-18
21st
Century
Online
Resources
Lesson
1. How does water
EQ’s
move between the
Earth’s land,
oceans, and the
atmosphere?
Holt Earth Science
Chapters 14-18
Holt Earth Science
Chapters 10-13
Holt Earth Science
Chapter 12
Holt Earth Science
Chapters 10-13
1. How do rocks and
soil break down?
1. How does
movement of tectonic
plates change Earth’s
surface?
1. How is an
earthquake’s
magnitude and
epicenter
determined?
1. Why do
tectonic plates
move?
Unit Vocabulary
continental drift
lithosphere
seismograph
condensation
mid ocean ridge
asthenosphere
weathering
sea-floor spreading
epicenter
erosion
plate tectonics
earthquake
precipitation
Pangaea
magnitude
evaporation
Page 14 of 26
Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
Second Nine Weeks
Changing Earth Unit: Continued
Key Learning/ Power
Standards
Benchmark CSOs
The students will determine the effects that water, wind, gravity, ice, and geologic activities have on
changing the earth.
SC.O.E.2.12 - relate the effect of degradation and
tectonic forces on the earth’s surface features:



weathering,
physical features of the ocean floor,
life with the oceans.
How does Earth’s geography change?
Unit EQ
Textbook Correlation
21st Century
Online Resources
Lesson EQ’s
SC.O.E.2.13 - construct and/or interpret information
on topographic maps.
Holt Earth Science Chapters 10 and 14
Holt Earth Science Chapter 3
1. How do degradation and tectonic forces effect
the Earth’s surface features?
1. What can a topography map tell us about the
Earth?
Unit Vocabulary
topography
degradation
elevation
topographic map
contour line
tectonic forces
mechanical weathering
chemical weathering
Page 15 of 26
Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and12
Third Nine Weeks
Dynamic Earth Unit
Key Learning/ Power Standards
Benchmark CSOs
Students will research and evaluate the relationship between the natural processes
on earth and their impact on humans.
SC.O.E.2.26 - compare the relationship between earth processes and natural
disasters with their impact on humans
Unit EQ
How does the dynamic nature of Earth impact humans?
Textbook Correlation
21st Century
Online Resources
Lesson EQ’s
Holt Earth Science Chapters 10-13
Unit Vocabulary
continental drift
earthquake
sea floor spreading
epicenter
1. How does movement of the tectonic plates impact humans?
2. How does deformation of the earth’s crust impact humans?
3. How do earthquakes and volcanoes impact humans?
tectonic plates
seismograph
lithosphere
magma
asthenosphere
volcano
fault
lava
Page 16 of 26
Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
Third Nine Weeks
Weather and Climate
Key Learning/
Power
Standards
Benchmark
CSOs
Using data collected on meteorological processes and evidence, ocean currents, and climate trends, the students will
forecast weather.
SC.O.E.2.18 - investigate to
explain heat transfer in the
atmosphere and its
relationship to
meteorological processes:
pressure, winds,
evaporation, condensation,
or precipitation).
Unit EQ
Textbook
Correlation
21st Century
Online
Resources
Lesson EQ’s
SC.O.E.2.20 - use
meteorological evidence and
weather maps (including air
masses, wind, barometric
pressure, and temperature
data) to forecast weather.
SC.O.E.2.19 - predict the
effects of ocean currents
on climate.
SC.O.E.2.21 - examine
global change over time:



climatic trends,
global warming,
ozone depletion.
How do weather and climate affect life on earth?
Holt Earth Science
Chapters 23
Holt Earth Science Chapter
24
Holt Earth Science
Chapter 25
Holt Earth Science
Chapter 25
1. How does atmospheric
heat affect the weather
and climate?
1. How do scientists
forecast weather?
1. How does the global climate change over time?
Unit Vocabulary
climate
condensation
weather
precipitation
global warming
meteorology
ozone depletion
evaporation
Page 17 of 26
Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
Fourth Nine Weeks
Oceans Unit
Key Learning/
Power
Standards
Benchmark
CSOs
Students will conduct an analysis of chemical and physical properties of oceans, their motion, stratification, and
evolution.
SC.O.E.2.14 - identify and
describe chemical and
physical properties of
oceans:



Unit EQ
Textbook
Correlation
21st Century
Online
Resources
Lesson EQ’s
SC.O.E.2.15 - compare and
contrast characteristics of
the various oceans,
including their lateral and
vertical motions.
composition,
currents,
physical features of
the ocean floor.
SC.O.E.2.16 - analyze the
evolution of the ocean
floor including ocean
crust, sedimentation,
active and passive
continental margins.
SC.O.E.2.17 - examine the
stratification of the oceans:



temperature,
salinity zones,
biological zones.
How are the chemical and physical properties of oceans related to their motion, stratification, and evolution?
Holt Earth Science
Chapters 19 and 21
1. How do chemical and
physical properties
affect the oceans?
Holt Earth Science
Chapter 20
1. How is the motion of
ocean determined?
Holt Earth Science
Chapter 19
Holt Earth Science
Chapter 20
1. How does the ocean
floor evolve over time?
1. How does stratification
of the oceans develop?
2. How does stratification
of the oceans determine
the distribution of
marine life?
Page 18 of 26
Unit Vocabulary
oceanography
currents
deep-ocean basin
continental margin
waves
salinity
Gulf Stream
thermocline
tides
density
Coriolis effect
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Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
Fourth Nine Weeks
Astronomy Unit
Key Learning/
Power
Standards
Benchmark
CSOs
Unit EQ
Textbook
Correlation
21st Century
Online
Resources
Lesson EQ’s
Unit Vocabulary
astronomy
planet
After an introduction to laws of universal motion, theories on the origin of the universe, and the electromagnetic
spectrum, students will investigate the observable universe, movement of celestial bodies, and modern and ancient
uses of astronomy.
SC.O.E.2.24 - compare
ancient and modern
methods of studying and
uses for astronomy:
calendar and navigation.
SC.O.E.2.22 - apply
SC.O.E.2.25 - use various
Newton’s Law of
wavelengths of the
Universal Gravitation to
electromagnetic spectrum to
the motion of celestial
investigate the observable
objects to explain
universe.
phenomenon observed in
the sun-earth-moon
system.
How are the sun-earth-moon system and the remaining observable universe interrelated?
Holt Earth Science
Chapter 26
1. How does man study
the universe?
2. How is the study of the
universe of value to
mankind?
galaxy universe
star
SC.O.E.2.23 - analyze
several origin theories of the
solar system and universe
and use them to explain the
celestial bodies and their
movements.
Holt Earth Science
Chapter 27
1. How does the theorized
formation of the solar
system and the universe
relate to the individual
planets?
solar system
big bang theory
Holt Earth Science
Chapter 30
Holt Earth Science
Chapter 30
1. How do celestial object 1. What can an
form and move?
electromagnetic
spectrum analysis of
starlight reveal about the
universe?
2. How do stars evolve?
electromagnetic spectrum
law of universal gravitation
Page 20 of 26
Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
Fourth Nine Weeks
Human Impact on Earth
Key Learning/
Power Standards
Students will research and evaluate the relationship between humans and their impact on the earth.
Benchmark CSOs
SC.O.E.2.27 - evaluate the potential conflicts, which
SC.O.E.2.28 - research alternative energy sources
arise between societal reliance on natural resources and and evaluate the ecological, environmental and
the need to act as responsible stewards to reclaim the
economic cost-benefit ratio.
earth, including disposal of hazardous and nonhazardous waste.
How do humans impact the sustainability of
resources available on earth?
Unit EQ
Holt Earth Science Chapter 7
Textbook
Correlation
21st Century
Online Resources
Lesson EQ’s
1. Why should humans be responsible stewards of the
earth and its natural resources?
1. How does the use of energy resources by humans
effect the environment?
Unit Vocabulary
renewable resources
nonrenewable resources
alternative energy sources
sustainability
Page 21 of 26
Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
Ongoing Integration
Current Science and Technology Unit
Key Learning/
Power Standards
Given a current science-technology-societal issue and using advanced technology tools, students will collaborate
to present experimental designs and construct and defend potential solutions.
Benchmark CSOs
SC.O.E.1.7 - given current science-technology-societal issues, construct and defend potential solutions.
Unit EQ
How can science and technology help predict solutions to problems?
Textbook
Correlation
21st Century
Online Resources
Lesson EQ’s
Holt Earth Science Chapter 1 and the
Science and Technology and Impact on Society features
1. What is the role of science and technology in the 21st Century?
Unit Vocabulary
Page 22 of 26
Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
Ongoing Integration
Scientific History Unit
Key Learning/
Power
Standards
Benchmark
CSOs
Unit EQ
Textbook
Correlation
21st Century
Online
Resources
Lesson EQ’s
The student will gain an understanding innovation, invention, models, and methodologies as they research historical
and cultural contributions in science; an inquiry process will provide explanations of how these contributions have
shaped the world we live in and lead to effective problem solving skills for the 21st century.
SC.O.E.1.2 - formulate scientific
explanations based on historical
observations and experimental
evidence, accounting for
variability in experimental
results.
SC.O.E.1.3 - conduct and/or design
SC.O.E.1.8 - relate societal, cultural
investigations that incorporate the skills
and economic issues to key scientific
and attitudes and/or values of scientific
innovations.
inquiry: established research protocol,
accurate record keeping, replication of
results and peer review, objectivity,
openness, skepticism, fairness, or
creativity and logic.
How have the history and culture of science shaped the world we live in and led to
effective 21st Century problem solving skills?
Holt Earth Science Chapter 1 and the Impact on Society features
1. How does understanding the scientific past help prepare a 21 st Century problem solver?
Unit Vocabulary
Page 23 of 26
Fayette County Schools
Learning Map
Content Area: Earth Science
Grades 11 and 12
Ongoing Integration
The Job of Science Unit
Key Learning/
Power Standards
The student will explore various occupational opportunities in science, engineering and technology and
synthesize concepts and across various science disciplines as they investigate, compare and design solutions to
personal and societal problems.
Benchmark CSOs
SC.O.E.1.9 - synthesize concepts across various SC.O.E.1.6 - investigate, compare and design scientific and
science disciplines to better understand the
technological solutions to address personal and societal
natural world: form and function, systems, and
problems.
change over time.
What is the goal of science?
Unit EQ
Holt Earth Science Chapter 1
Textbook
Correlation
21st Century
Online Resources
Lesson EQ’s
1. How are science and society related?
Unit Vocabulary
science
technology
Holt Earth Science Career Focus
features
Revised June 2010
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