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Perry County Schools
EARTH SCIENCE CURRICULUM FRAMEWORK
11th Grade
Big Idea: The Earth and the Universe (Earth/Space Science)
The Earth system is in a constant state of change. These changes affect life on Earth in many ways. At the high school level, most of the
emphasis is on why these changes occur. An understanding of systems and their interacting components will enable students to evaluate
supporting theories of Earth changes. The use of models and observance of patterns to explain common phenomena is essential to building a
conceptual foundation and supporting ideas with evidence at all levels. Patterns play an important role as students seek to develop a conceptual
understanding of gravity in their world and in the universe. High school is the time to bring all of the ideas together to look at the universe as a
whole. Students will use evidence to evaluate and analyze theories related to the origin of the universe and all components of the universe.
Academic Expectations
2.1
Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
2.2
Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
2.3
Students identify and analyze systems and the ways their components work together or affect each other.
2.4
Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and
predict other characteristics that might be observed.
Program Of
Studies:
Understandings
SC-H-EU-U-1
Students will
understand that
gravity played an
essential role in
the formation of
the universe and is
one of the
fundamental forces
that controls the
function of the
universe and the
systems within it.
Program of Studies:
Skills and Concepts
SC-H-EU-S-3
Students will analyze
the supporting
evidence for the
nebular theory of
formation of the solar
system
SC-H-EU-S-4
Students will analyze
the supporting
evidence for the Big
Bang theory of
formation of the
universe
SC-H-EU-S-5
Students will explain
the role of gravity in the
formation and function
of the universe
SC-H-EU-S-6
Students will
investigate, describe
Core Content For
Assessment
DOK
SC-HS-2.3.1
Students will:
 explain
phenomena
(falling objects,
planetary
motion, satellite
motion) related
to gravity;
 describe the
factors that
affect
gravitational
force.
Gravity is a universal
force that each mass
exerts on every other
mass.
DOK 3
SC-HS-2.3.2
Students will:
 describe the
current
Essential
Questions/
Content
What factors
affect
gravitational
force?
What effect
does gravity
have on
different
objects?
How does
gravity affect
planetary and
satellite
motion?
What role did
gravity have in
the formation
of the
universe?
How is gravity,
Level of
Mastery
Essential
Vocabulary
Nebular model
Universal law of
gravitation
Mass
Newton
Distance
Gravity
Weight
Inertia
Resources
Assessments
Understandings
Skills & Concepts
Core Content DoK
and document patterns
of interaction of matter
and gravity

Essential
Questions
scientific theory mass, and
of the formation weight
of the universe
related?
(Big Bang) and
its evidence;
What is your
weight and
explain the role
mass on the
of gravity in the
formation of the moon? Other
universe and it’s planets?
components
Level of
Mastery
Essential
Vocabulary
The current and most
widely accepted
scientific theory of the
mechanism of
formation of the
universe (Big Bang)
places the origin of the
universe at a time
between 10 and 20
billion years ago, when
the universe began in a
hot dense state.
According to this
theory, the universe has
been expanding since
then. Early in the
history of the universe,
the first atoms to form
were mainly hydrogen
and helium. Over time,
these elements clump
together by
gravitational attraction
to form trillions of stars.
DOK 2
SC-H-EU-U-2
Students will
understand that
current estimates
of the ages of the
Earth (4.6 billion
SC-H-EU-S-1
Students will compare
methods used to
measure the ages of
geologic features
SC-HS-2.3.2
Students will:
 describe the
current
scientific theory
of the formation
2
What is the
basic
structure of
the universe?
Universe
Galaxy
Red shift
Big bang theory
Resources/
Assessments
Understandings
years) and the
universe (10+
billion years) are
based on a variety
of measurement
techniques that
have unique
strengths and
limitations. The
same evidence
that establishes
the extreme age of
the universe also
indicates its
vastness.
Skills & Concepts
SC-H-EU-S-3
Students will analyze
the supporting
evidence for the
nebular theory of
formation of the solar
system
SC-H-EU-S-4
Students will analyze
the supporting
evidence for the Big
Bang theory of
formation of the
universe
SC-H-EU-S-8
Students will explain
how technological
solutions permit the
study of phenomena
too faint, small, distant
or slow to be directly
measured
Core Content DoK
of the universe
(Big Bang) and
its evidence;
 explain the role
of gravity in the
formation of the
universe and it’s
components.
The current and most
widely accepted
scientific theory of the
mechanism of
formation of the
universe (Big Bang)
places the origin of the
universe at a time
between 10 and 20
billion years ago, when
the universe began in a
hot dense state.
According to this
theory, the universe has
been expanding since
then. Early in the
history of the universe,
the first atoms to form
were mainly hydrogen
and helium. Over time,
these elements clump
together by
gravitational attraction
to form trillions of stars.
DOK 2
SC-HS-2.3.6
Students will:
 compare the
limitations/bene
fits of various
techniques (
radioactive
dating,
3
Essential
Questions
What were the
first atoms to
form?
What is a
galaxy?
What is
evidence to
support the
expansion of
the universe?
Level of
Mastery
Essential
Vocabulary
Interstellar
matter
Doppler effect
Cosmic
Background
Radiation
Steady-State
Theory
Pulsating
Universe
Theory
What evidence
supports the
Big Bang
Theory?
What is
cosmic
background
radiation, and
how does it
relate to the
big bang
theory?
What does
cosmic
background
radiation
support?
What is the
age of the
universe?
What is the
future of the
universe?
Fossils
Rock cycle
Mineral
Igneous rocks
Sedimentary
rock
Metamorphic
rocks
Weathering
(physical &
chemical)
Erosion
deposition
Resources/
Assessments
Understandings
Skills & Concepts
Core Content DoK
Essential
Questions
observing rock
sequences and
comparing
fossils) for
estimating
geological time;
 justify
deductions
about age of
geologic
features.
Techniques used to
estimate geological
time include using
radioactive dating,
observing rock
sequences and
comparing fossils to
correlate the rock
sequences at various
locations.
DOK 3
SC-HS-2.3.5
Students will understand
that the Sun, Earth and
the rest of the solar
system formed
approximately 4.6 billion
years ago from a nebular
cloud of dust and gas.
SC-H-EU-U-3
Students will
understand that
stars have cycles
of birth and death,
and the lives of
large stars end in
explosions that
provide the
elements to create
SC-H-EU-S-5
Students will explain
the role of gravity in the
formation and function
of the universe
SC-H-EU-S-7
Students will describe
the life cycle of stars
and the
SC-HS-2.3.3
Students will explain
the origin of the heavy
elements in planetary
objects (planets, stars).
Some stars explode at
the end of their lives,
and the heavy elements
they have created are
blasted out into space
4
What is the
rock cycle and
how do rocks
change form?
What are
properties of
each rock
type?
Level of
Mastery
Essential
Vocabulary
Phases
Eclipse
Moon
Accretion
Solar system
Inner planets
Outer planets
Asteroids
Comets
Meteor
Meteorite
What is the
formation of
the solar
system?
When did the
solar system
begin?
What are the
basic
properties of
stars?
How is the
composition
and surface
temperature of
stars
Constellation
Red giant
White dwarf
Super-giant
Supernova
Neutron star
Black hole
Sun
Fusion
Resources/
Assessments
Understandings
new stars and
planets. All living
things on Earth are
also formed from
this recycled
matter.
Skills & Concepts
products/consequences
of their deaths
Core Content DoK
to form the next
generation of stars and
planets.
DOK 2
SC-HS-2.3.4
Students will understand
that stars have life cycles
of birth through death that
are analogous to those of
living organisms. During
their lifetimes, stars
generate energy from
nuclear fusion reactions
that create successively
heavier chemical
elements.
Essential
Questions
measured?
How are stars
powered by
fusion
reactions?
How does
energy move
through the
layers of a
star?
Level of
Mastery
Essential
Vocabulary
Nebula
Energy
Core
Corona
Photosphere
Chromosphere
Radiative zone
Convective
zone
Convection
Radiation
What is the
origin of heavy
metals in the
planets and
stars?
How is a star’s
lifecycle
compared to a
human
lifecycle?
SC-H-EU-U-4
Students will
understand that
the speed of light
is dwarfed by the
vastness of the
universe, resulting
in the human view
of the sky being
essentially a “look
back in time” as
we view light that
was emitted long
in the past and has
been traveling
across the cosmos
to reach Earth.
SC-H-EU-S-4
Students will analyze
the supporting
evidence for the Big
Bang theory of
formation of the
universe
SC-H-EU-S-8
Students will explain
how technological
solutions permit the
study of phenomena
too faint, small, distant
or slow to be directly
measured
SC-H-EU-S-9
SC-HS-2.3.2
Students will:
 describe the
current
scientific theory
of the formation
of the universe
(Big Bang) and
its evidence;
 explain the role
of gravity in the
formation of the
universe and it’s
components.
The current and most
widely accepted
scientific theory of the
mechanism of
5
What did
Edwin Hubble
propose?
Light-year
Red-shift
Astronomical
unit
Cosmic
background
radiation
Edwin Hubble
Resources/
Assessments
Understandings
Skills & Concepts
Students will employ
scientific notation to
communicate and
compare astronomical
phenomena
SC-H-EU-U-5
Students will
understand that
the shape and
location of the
continents have
been gradually
changing for
millions of years
because density
differences inside
the mantle result in
convection
currents. These
changes, as well
as more rapid
ones (e.g.
earthquakes,
volcanoes,
tsunamis) can
impact living
organisms.
SC-H-EU-S-2
Students will research
the historical rise in
acceptance of the
theory of Plate
Tectonics and the
geological/biological
consequences of plate
movement
Core Content DoK
Essential
Questions
formation of the
universe (Big Bang)
places the origin of the
universe at a time
between 10 and 20
billion years ago, when
the universe began in a
hot dense state.
According to this
theory, the universe has
been expanding since
then. Early in the
history of the universe,
the first atoms to form
were mainly hydrogen
and helium. Over time,
these elements clump
together by
gravitational attraction
to form trillions of stars.
DOK 2
SC-HS-2.3.7
Students will:
 explain real-life
phenomena
caused by the
convection of
the Earth’s
mantle;
 predict the
consequences
of this motion
on humans and
other living
things on the
planet.
The outward transfer of
Earth’s internal heat
drives convection
circulation in the
mantle. This causes the
crustal plates to move
on the face of the Earth.
6
What causes
the earth’s
crust to
move?
How does the
movement of
the Earth’s
crust affect
the many
processes of
the Earth?
What forces
propel the
plates across
the Earth’s
surface?
Level of
Mastery
Essential
Vocabulary
Convection
currents
Asthenosphere
Lithosphere
Subduction
Divergent
boundary
Convergent
boundary
Transform fault
boundary
Oceanic crust
Continental
crust
Continental
drift
Pangaea
Plate tectonics
Volcano
Resources/
Assessments
Understandings
Skills & Concepts
Core Content DoK
Essential
Questions
DOK 3
SC-HS-2.3.8
Students will predict
consequences of both
rapid (volcanoes,
earthquakes) and slow
(mountain building,
plate movement) earth
processes from
evidence/data and
justify reasoning.
The Earth’s surface is
dynamic; earthquakes
and volcanic eruptions
can be observed on a
human time scale, but
many processes, such
as mountain building
and plate movements,
take place over
hundreds of millions of
years.
DOK 3
SC-H-EU-U-6
Students will
understand that
mathematical
models and
computer
simulations are
used in studying
evidence from
many sources to
form a scientific
account of the
universe.
SC-H-EU-S-3
Students will analyze
the supporting
evidence for the
nebular theory of
formation of the solar
system
How are
mountains
formed?
How does
rapid and slow
tectonic
movement
affect earth
processes?
How and
where do
volcanoes
occur?
What are some
rapid and slow
earth
processes?
How does
cosmic
background
radiation
support the
Big Bang
Theory?
SC-H-EU-S-8
Students will explain
7
Essential
Vocabulary
Earthquake
P-waves
S-waves
Faults
Focus
Epicenter
Vent
Crater
Seismic waves
Surface waves
Mountains
Plate tectonics
What causes
earthquakes?
How does the
red-shift
support that
the universe is
expanding?
SC-H-EU-S-4
Students will analyze
the supporting
evidence for the Big
Bang theory of
formation of the
universe
Level of
Mastery
Red-shift
Cosmic
background
radiation
Resources/
Assessments
Understandings
Skills & Concepts
Core Content DoK
Essential
Questions
Level of
Mastery
Essential
Vocabulary
how technological
solutions permit the
study of phenomena
too faint, small, distant
or slow to be directly
measured
SC-H-EU-S-9
Students will employ
scientific notation to
communicate and
compare astronomical
phenomena
SC-H-EU-U-7
Students will
understand that
scientists rely on
increasingly
sophisticated
methods of
measurement in
order to investigate
a variety of
phenomena that
were previously
immeasurable.
SC-H-EU-S-8
Students will explain
how technological
solutions permit the
study of phenomena
too faint, small, distant
or slow to be directly
measured
SC-H-EU-S-9
Students will employ
scientific notation to
communicate and
compare astronomical
phenomena
SC-HS-2.3.6
Students will:
 compare the
limitations/bene
fits of various
techniques (
radioactive
dating,
observing rock
sequences and
comparing
fossils) for
estimating
geological time;
 justify
deductions
about age of
geologic
features.
Techniques used to
estimate geological
time include using
radioactive dating,
8
How is the
relative and
absolute age
of rocks
determined?
What does the
principle of
superposition
state?
Radioactive
dating
Principle of
superposition
Resources/
Assessments
Understandings
Skills & Concepts
Core Content DoK
Essential
Questions
Level of
Mastery
Essential
Vocabulary
observing rock
sequences and
comparing fossils to
correlate the rock
sequences at various
locations.
DOK 3
SC-H-EU-U-8
Students will
understand that
curiosity, honesty,
openness and
skepticism are
highly regarded in
science, and are
incorporated into
the way science is
carried out.
SC-H-EU-S-10
Students will explore
real-life implications of
current findings in
Earth/space research
and communicate
findings in an authentic
form, exemplifying the
traits of curiosity,
honesty, openness and
skepticism
SC-H-ET-U-4
Students will
understand that
many elements
and compounds
are involved in
continuous cyclic
processes where
they are stored by
and/or flow
between
organisms and the
environment.
These processes
require a
continuous supply
of energy to occur.
SC-H-ET-S-3
Students will apply the
law of conservation of
energy and explore
heat flow in real-life
phenomena
SC-H-ET-S-5
Students will
investigate the flow of
matter and energy
between organisms
and the environment
and model the cyclic
nature of this process
SC-HS-4.6.4
Students will:
 describe the
components
and reservoirs
involved in
biogeochemical
cycles ( water,
nitrogen, carbon
dioxide and
oxygen);
 explain the
movement of
matter and
energy in
biogeochemical
cycles and
related
phenomena.
The total energy of the
universe is constant.
Energy can change
forms and/or be
transferred in many
9
What is the
carbonoxygen cycle?
What is the
nitrogen
cycle?
What is the
water cycle?
What are
reservoirs?
Biogeochemical
cycles
Reservoirs
Water cycle
Nitrogen cycle
Carbon-oxygen
cycle
Fossil fuels
Resources/
Assessments
Understandings
SC-H-ET-U-10
Students will
understand that all
Earth
systems/processes
require either an
internal or external
source of energy
to function.
Changes to any
component, or to
the quantity or
type of energy
input, may
influence all
components of the
system.
Skills & Concepts
SC-H-ET-S-10
Students will analyze a
variety of energy
sources, their potential
uses and their relative
costs/benefits
SC-H-ET-S-12
Students will model and
explain the
relationships and
energy flow existing in
various Earth systems
Core Content DoK
Essential
Questions
ways, but it can neither
be created nor
destroyed. Movement of
matter between
reservoirs is driven by
Earth’s internal and
external sources of
energy. These
movements are often
accompanied by a
change in physical and
chemical properties of
the matter. Carbon, for
example, occurs in
carbonate rocks such
as limestone, in the
atmosphere as carbon
dioxide gas, in water as
dissolved carbon
dioxide and in all
organisms as complex
molecules that control
the chemistry of life.
DOK 3
SC-HS-4.6.8
Students will:
 describe the
connections
between the
functioning of
the Earth
system and its
sources of
energy (internal
and external);
 predict the
consequences
of changes to
any component
of the Earth
system.
Earth systems have
sources of energy that
10
What is the
major source
of energy
relating to
climate?
What is the
Earth’s
internal
source of
energy?
What is the
Earth’s
external
source of
energy?
How is the
Level of
Mastery
Essential
Vocabulary
Solar energy
Air mass
Producers
Consumers
Radioactive
decay
Potential
energy
Kinetic energy
Resources/
Assessments
Understandings
SC-H-ET-U-11
Students will
understand that
weather and
climate are the
direct or indirect
result of transfer of
solar energy, and
changes in one
part of the system
may influence all
of the others. The
complexity of the
system and the
number of
variables involved
requires very
complex
mathematical
models in order to
make accurate
predictions.
Skills & Concepts
SC-H-ET-S-12
Students will model and
explain the
relationships and
energy flow existing in
various Earth systems
SC-H-ET-S-13
Students will use
weather data to model
the complex
interactions responsible
for weather and climate
Core Content DoK
are internal and
external to the Earth.
The Sun is the major
external source of
energy. Two primary
sources of internal
energy are the decay of
radioactive isotopes
and the gravitational
energy from Earth’s
original formation.
DOK 3
SC-HS-4.6.9
Students will:
 explain the
cause and effect
relationship
between global
climate and
weather
patterns and
energy transfer
(cloud cover,
location of
mountain
ranges,
oceans);
 predict the
consequences
of changes to
the global
climate and
weather
patterns.
11
Essential
Questions
energy of the
sun stored in
fossil fuels?
What is
weather?
What is
climate?
What factors
affect the
climate of a
region?
How does
warm ocean
current and
cold ocean
current affect
climate of a
coastal area?
Level of
Mastery
Essential
Vocabulary
Weather
Climate
Latitude
Lake-effect
snow
Topography
Elevation
Rain shadow
Resources/
Assessments
Understandings
Skills & Concepts
Core Content DoK
Essential
Questions
Global climate is
What is the
determined by energy
climate on the
transfer from the Sun at
windward side
and near Earth’s
of a mountain
surface. This energy
and the
transfer is influenced by leeward side
dynamic processes
of a
such as cloud cover and mountain?
the Earth’s rotation and
static conditions such
as the position of
mountain ranges and
oceans.
DOK 3
12
Level of
Mastery
Essential
Vocabulary
Resources/
Assessments