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1st 6-weeks
Unit 1 Safety and the Scientific
Method (3-4 days)
Process Skills Embedded
2nd 6-weeks
3rd 6-weeks
4th 6-weeks
5th 6-weeks
6th 6-weeks
Unit 4 The Geosphere: Features of
the Crust (7-9 days)
Process Skills Embedded
Unit 7 Weather (7-9 days)
Unit 9 Oceans (9-11 days)
Process Skills Embedded
Process Skills Embedded
Unit 12 Earth's Orientation in
Space (9-11 days)
Process Skills Embedded
Unit 15 Energy Production (9-11
days)
Process Skills Embedded
ESS.10 Solid Earth. The student knows that plate tectonics is the global h i f
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Unit 3 The Geosphere (13-15 days) ESS.10D ‐ calculate the motion history of tectonic plates using equations relating i
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ESS.10E ‐ distinguish the location, type, ESS.9 Solid Earth. The student knows Unit 2 Intro to ESS (7-9 days)
ESS.13 Fluid Earth. The student knows that the fluid Earth is composed of the h
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ESS.13D ‐ discuss mechanisms and causes ESS.13 Fluid Earth. The student knows that the fluid Earth is composed of the h
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ESS.13A ‐ quantify the components and ESS.5 Earth in space and time. The student understands the solar nebular i
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ESS.5D ‐ explore the historical and ESS.12 Solid Earth. The student knows that Earth contains energy, water, i
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ESS.12B ‐ describe the formation of fossil such as selective absorbers, major fluxes within the hydrosphere such as current hypotheses for the origin of the fuels, including petroleum and coal.[12B]
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h i h ESS.12C ‐ discriminate between renewable ESS.14 Fluid Earth. The student knows ESS.13B analyze how global ocean and relative motion of convergent, that Earth's global ocean stores solar circulation is the result of wind, tides, the Earth's interior is differentiated and nonrenewable resources based upon Earth's interior is differentiated Coriolis effect, water density differences, chemically, physically, and thermally. rate of formation and use.[12C]
chemically, physically, and thermally. The divergent, and transform plate boundaries energy and is a major driving force for student is expected to:
using evidence from the distribution of
weather and climate through complex
and the shape of the ocean basins [13B] The student is expected to:
ESS.14A ‐ analyze the uneven distribution ESS.13E ‐ investigate the causes and ESS.9A ‐ evaluate heat transfer through ESS.9D ‐ describe the formation and ESS.10F ‐ evaluate the role of plate Unit 16 Populations and
Sustainability (11-15 days)
history of eustatic sea‐level changes that structure of Earth's magnetic field, Earth's subsystems by radiation, tectonics with respect to long‐term global of solar energy on Earth's surface, result in transgressive and regressive including differences in atmospheric convection, and conduction and include its changes in Earth's subsystems such as including its interaction with charged role in plate tectonics, volcanism, ocean continental buildup, glaciation, sea level transparency, surface albedo, Earth's tilt, sedimentary sequences.[13E]
solar particles to form the Van Allen belts fluctuations, mass extinctions, and climate duration of insolation, and differences in circulation, weather, and climate.[9A]
and auroras.[9D]
change.[10F]
atmospheric and surface absorption of ESS.9B ‐ examine the chemical, physical, ESS.11 Solid Earth. The student knows ESS.14B ‐ investigate how the atmosphere Unit 10 Terrestrial Water (9-11
Unit 13 Earth and the Solar System ESS.11 Solid Earth. The student knows days)
(9-11 days)
and thermal structure of Earth's crust, that the geosphere continuously changes is heated from Earth's surface due to that the geosphere continuously changes absorption of solar energy, which is re‐
mantle, and core, including the lithosphere over a range of time scales involving over a range of time scales involving and asthenosphere[9B]
dynamic and complex interactions among radiated as thermal energy and trapped dynamic and complex interactions among by selective absorbers.[14B]
Earth's subsystems. The student is Earth's subsystems. The student is ESS.15 Fluid Earth. The student knows ESS.11 Solid Earth. The student knows ESS.5 Earth in space and time. The ESS.11A ‐ compare the roles of erosion ESS.11E ‐ evaluate the impact of changes ESS.9C‐explain how scientists use geophysical methods such as seismic wave and deposition through the actions of that interactions among Earth's five that the geosphere continuously changes student understands the solar nebular in Earth's subsystems on humans such as analysis, gravity, and magnetism to subsystems influence climate and over a range of time scales involving accretionary disk model. The student is earthquakes, tsunamis, volcanic eruptions, water, wind, ice, gravity, and igneous interpret Earth's structure.[9C]
resource availability, which affect Earth's dynamic and complex interactions among expected to:
activity by lava in constantly reshaping hurricanes, flooding, and storm surges and habitability. The student is expected to: Earth's subsystems. The student is the impact of humans on Earth's Earth's surface.[11A]
ESS.10 Solid Earth. The student knows ESS.15A ‐ describe how changing surface‐ ESS.11A ‐ compare the roles of erosion ESS.12 Solid Earth. The student knows ESS.11B ‐ explain how plate tectonics ESS.5C ‐ contrast the characteristics of that plate tectonics is the global and deposition through the actions of that Earth contains energy, water, accounts for geologic surface processes ocean conditions, including El Niño‐
comets, asteroids, and meteoroids and their positions in the solar system, mechanism for major geologic processes and features, including folds, faults, Southern Oscillation, affect global water, wind, ice, gravity, and igneous mineral, and rock resources and that use including the orbital regions of the and that heat transfer, governed by the sedimentary basin formation, mountain weather and climate patterns.[15A]
activity by lava in constantly reshaping of these resources impacts Earth's terrestrial planets, the asteroid belt, gas subsystems. The student is expected to:
principles of thermodynamics, is the Earth's surface.[11A]
building, and continental accretion.[11B]
ESS.10A ‐ investigate how new conceptual ESS.11D ‐ interpret Earth surface features Unit 8 Climate and Biomes (13-15 ESS.12 Solid Earth. The student knows ESS.5E ‐ compare terrestrial planets to gas‐ ESS.12A ‐ evaluate how the use of energy, days)
giant planets in the solar system, that Earth contains energy, water, interpretations of data and innovative water, mineral, and rock resources affects using a variety of methods such as satellite mineral, and rock resources and that use including structure, composition, size, geophysical technologies led to the Earth's subsystems.[12A]
imagery, aerial photography, and density, orbit, surface features, tectonic of these resources impacts Earth's current theory of plate tectonics.[10A]
topographic and geologic maps using appropriate technologies [11D]
subsystems. The student is expected to: activity temperature and suitability for
ESS.10B ‐ describe how heat and rock ESS.12A evaluate how the use of energy, ESS.5F ‐ compare extra‐solar planets with ESS.13 Fluid Earth. The student knows Unit 5 Historical Geology (6-8 days) ESS.13 Fluid Earth. The student knows composition affect density within Earth's that the fluid Earth is composed of the water, mineral, and rock resources affects planets in our solar system and describe that the fluid Earth is composed of the hydrosphere, cryosphere, and hydrosphere, cryosphere, and interior and how density influences the Earth's subsystems.[12A]
how such planets are detected.
atmosphere subsystems that interact on atmosphere subsystems that interact on development and motion of Earth's [5F]
various time scales with the biosphere various time scales with the biosphere tectonic plates.[10B]
ESS.13C ‐ analyze the empirical ESS.6 Earth in space and time. The ESS.15 Fluid Earth. The student knows ESS.10C ‐ explain how plate tectonics Unit 14 Stars and Deep Space (9-11 ESS.13C ‐ analyze the empirical days)
relationship between the emissions of student knows the evidence for how that interactions among Earth's five relationship between the emissions of accounts for geologic processes and Earth's atmospheres, hydrosphere, and carbon dioxide, atmospheric carbon subsystems influence climate and carbon dioxide, atmospheric carbon features, including sea floor spreading, resource availability, which affect Earth's dioxide levels, and the average global ocean ridges and rift valleys, subduction geosphere formed and changed through dioxide levels, and the average global temperature trends over the past 150 habitability. The student is expected to:
temperature trends over the past 150 zones, earthquakes, volcanoes, mountain time. The student is expected to:
ranges, hot spots, and hydrothermal years.[13C]
years.[13C]
ESS.15 Fluid Earth. The student knows ESS.6B ‐ evaluate the role of volcanic ESS.14 Fluid Earth. The student knows ESS.15C quantify the dynamics of surface ESS.4 Earth in space and time. The student knows how Earth‐based and that interactions among Earth's five outgassing and impact of water‐bearing that Earth's global ocean stores solar and groundwater movement such as ESS.6D ‐ evaluate the evidence that Earth's ESS.14C ‐ analyze recent global ocean cooling led to tectonic activity, resulting in temperature data to predict the continents and ocean basins.[6D]
consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, hurricane Unit 11 Biosphere/Hydrosphere
Interaction (9-11 days)
ESS.4A ‐ evaluate the evidence concerning ESS.15D ‐ explain the global carbon cycle, the Big Bang model such as red shift and including how carbon exists in different cosmic microwave background radiation forms within the five subsystems and how and current theories of the evolution of these forms affect life.[15D]
the universe, including estimates for the ESS.7 Earth in space and me. Thestudent ESS.15 Fluid Earth. The student knows that interactions among Earth's five subsystems influence climate and resource availability, which affect Earth's habitability. The student is expected to: ESS.4B ‐ explain how the Sun and other ESS.11 Solid Earth. The student knows that the geosphere continuously changes stars transform matter into energy through nuclear fusion.[4B]
over a range of time scales involving dynamic and complex interactions among Earth's subsystems. The student is expected to:
ESS.7A ‐ evaluate relative dating methods ESS.15B ‐ investigate evidence such as ice ESS.11E ‐ evaluate the impact of changes ESS.4C ‐ investigate the process by which cores, glacial striations, and fossils for using original horizontality, rock in Earth's subsystems on humans such as a supernova can lead to the formation of climate variability and its use in successive generation stars and superposition, lateral continuity, cross‐
earthquakes, tsunamis, volcanic developing computer models to explain eruptions, hurricanes, flooding, and storm planets.[4C]
cutting relationships, unconformities, index fossils, and biozones based on fossil present and predict future climates.[15B] surges and the impact of humans on succession to determine chronological
Earth's subsystems such as population
ESS.15E ‐ analyze recent global ocean ESS.12 Solid Earth. The student knows ESS.5 Earth in space and time. The ESS.7B ‐ calculate the ages of igneous rocks from Earth and the Moon and temperature data to predict the that Earth contains energy, water, student understands the solar nebular meteorites using radiometric dating consequences of changing ocean mineral, and rock resources and that use accretionary disk model. The student is h d [7B]
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ESS.7C ‐ understand how multiple dating ESS.12E ‐ explore careers that involve the ESS.5A ‐ analyze how gravitational methods are used to construct the exploration, extraction, production, use, condensation of solar nebular gas and geologic time scale, which represents and disposal of Earth's resources[12E]
dust can lead to the accretion of Earth's approximate 4.6‐billion‐year planetesimals and protoplanets.[5A]
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ESS.5B ‐ investigate thermal energy ESS.8 Earth in space and time. The student knows that fossils provide evidence for geological and biological evolution. Students are expected to:
ESS.8A ‐ analyze and evaluate a variety of fossil types such as transitional fossils, proposed transitional fossils, fossil lineages, and significant fossil deposits with regard to their appearance, completeness, and alignment with scientific explanations in light of this fossil ESS.8B ‐ explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record [8B]
ESS.8C ‐ evaluate the significance of the terminal Permian and Cretaceous mass extinction events, including adaptive radiations of organisms after the ESS.11 Solid Earth. The student knows that the geosphere continuously changes over a range of time scales involving dynamic and complex interactions among Earth's subsystems. The student is ESS.11C ‐ analyze changes in continental plate configurations such as Pangaea and their impact on the biosphere, atmosphere, and hydrosphere through ti Unit
[11C]
6 The Atmosphere (6-8 days)
ESS.6 Earth in space and time. The student knows the evidence for how Earth's atmospheres, hydrosphere, and geosphere formed and changed through time. The student is expected to:
sources, including kinetic heat of impact accretion, gravitational compression, and radioactive decay, which are thought to allow protoplanet differentiation into
Unit 17 Current Research and
Careers in Earth Science (6-8 days)
ESS.12 Solid Earth. The student knows that Earth contains energy, water, mineral, and rock resources and that use of these resources impacts Earth's subsystems. The student is expected to:
ESS.12D ‐ analyze the economics of resources from discovery to disposal, including technological advances, resource i
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ESS.12E ‐ explore careers that involve the exploration, extraction, production, use, and disposal of Earth's resources[12E]
ESS.13 Fluid Earth. The student knows that the fluid Earth is composed of the hydrosphere, cryosphere, and atmosphere subsystems that interact on various time scales with the biosphere
ESS.13F ‐ discuss scientific hypotheses for the origin of life by abiotic chemical processes in an aqueous environment through complex geochemical cycles given the complexity of living systems.[13F]
ESS.6A ‐ analyze the changes of Earth's atmosphere that could have occurred through time from the original hydrogen‐
helium atmosphere, the carbon dioxide‐
water vapor‐methane atmosphere, and the current nitrogen‐oxygen atmosphere.[6A]
ESS.6C ‐ investigate how the formation of atmospheric oxygen and the ozone layer impacted the formation of the geosphere and biosphere.[6C]
Process Skills are incorporated
throughout the year
ESS.1 Scientific processes. The ESS.2 Scientific processes. The student conducts laboratory and field student uses scientific methods investigations, for at least 40% of during laboratory and field
ESS.1A ‐ demonstrate safe practices and understand that it has limitations, as specified in subsection (b)(2) of this during laboratory and field investigations.[Process]
g section. [Process]
of the use and conservation of resources and the proper disposal or recycling of materials.[Process]
[Process] standards
ESS.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem ,
analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, pp y
hypotheses are tentative and testable scientific information extracted from statements that must be capable of various sources such as current being supported or not supported by events, news reports, published ESS.3C ‐ draw inferences based on ESS.1C ‐ use the school's technology are based on natural and physical and information systems in a wise and phenomena and are capable of being data related to promotional materials tested by multiple independent ethical manner.[Process]
for products and services.[Process]
ESS.2D ‐ distinguish between scientific ESS.3D ‐ evaluate the impact of hypotheses and scientific research on scientific thought, society, theories.[Process]
and public policy.[Process]
∙ Methods used to develop scientific investigation and reasoning.
course equipment, techniques, and ESS.3E explore careers and procedures, including computers and collaboration among scientists in Earth and space sciences; and
web‐based computer y
Knowledge and Skills Statements are in BOLD additional course apparatuses, equipment, techniques, and procedures as appropriate such as ESS.2G ‐ organize, analyze, evaluate, make inferences, and predict trends from data.[Process]
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such as algebra, statistics, scientific notation, and significant figures to analyze data using the International conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, contributions of scientists to the historical development of Earth and space sciences.