Download A Correlation of Earth Science, 14th Edition, ©2015 to the Next

A Correlation of
Earth Science
14th Edition, ©2015
Tarbuck – Lutgens - Tasa
To the
Next Generation
Science Standards
Earth and Space Science
Performance Expectations
A Correlation of Earth Science, 14th Edition, ©2015
to the
Next Generation Science Standards
Next Generation Science Standards
Earth and Space Science
Performance Expectations
Earth Science
14th Edition, ©2015
Lesson/Feature
HS-ESS1 Earth’s Place in the Universe
HS-ESS1-1. Develop a model based on
evidence to illustrate the life span of the
sun and the role of nuclear fusion in the
sun’s core to release energy that eventually
reaches Earth in the form of radiation.
Supporting content:
Lesson 24.2, Stellar Evolution, Life span of
the sun, page 727; Lesson 23.7, The
Source of Solar Energy, Nuclear fusion in
the sun’s core, pages 714-715
HS-ESS1-2. Construct an explanation of the
Big Bang theory based on astronomical
evidence of light spectra, motion of distant
galaxies, and composition of matter in the
universe
HS-ESS1-3. Communicate scientific ideas
about the way stars, over their life cycle,
produce elements.
Lesson 24.7, The Big Bang Theory, under
“Evidence for an Expanding Universe”
pages 736-737, Evidence for an explanation
of the Big Bang Theory
HS-ESS1-4. Use mathematical or
computational representations to predict
the motion of orbiting objects in the solar
system.
Lesson 21.2, The Birth of Modern
Astronomy, Orbiting objects in the solar
system, pages 640-649; Lesson 21.4, The
Motions of Earth, pages 653-655; and
Lesson 21.5, Motion of the Earth-Moon
System, pages 655-657
HS-ESS1-5. Evaluate evidence of the past
and current movements of continental and
oceanic crust and the theory of plate
tectonics to explain the ages of crustal
rocks.
Lesson 7.9, Testing the Plate Tectonics
Model, Evidence of the movements of
continental and oceanic crust, pages 229234; Lesson 7.10, How Is Plate Motion
Measured? pages 234-236
Lesson 24.4, Stellar Evolution, under
“Protostar Stage,” the way stars produce
the elements, page 727 and “Red Giant
Stage” pages 727-728
2
A Correlation of Earth Science, 14th Edition, ©2015
to the
Next Generation Science Standards
Next Generation Science Standards
Earth and Space Science
Performance Expectations
Earth Science
14th Edition, ©2015
Lesson/Feature
HS-ESS1-6. Apply scientific reasoning and
evidence from ancient Earth materials,
meteorites, and other planetary surfaces to
construct an account of Earth’s formation
and early history.
Lesson 12.2, Birth of a Planet, The early
history of Earth, pages 377-379; Lesson
12.3, Origin and Evolution of the
Atmosphere and Oceans, pages 379-381;
Lesson 12.4, Precambrian History: The
formation of Earth’s continents, pages 381386; Lesson 22.5, Small Solar System
Bodies, under “Types of Meteorites”
Evidence from meteorites, pages 688-639;
Lesson 22.3, Terrestrial Planets, Evidence
from the surfaces of other planets, pages
672-676
HS-ESS2 Earth’s Systems
3
A Correlation of Earth Science, 14th Edition, ©2015
to the
Next Generation Science Standards
Next Generation Science Standards
Earth and Space Science
Performance Expectations
Earth Science
14th Edition, ©2015
Lesson/Feature
HS-ESS2-1. Develop a model to illustrate
how Earth’s internal and surface processes
operate at different spatial and temporal
scales to form continental and ocean floor
features.
Supporting content:
Lesson 1.6, The Face of Earth, The
continental and ocean floor features, pages
22-26; Lesson 4.2, Weathering, The
processes that formed these features,
pages 97-101; Lesson 7.5, Divergent Plate
Boundaries and Seafloor Spreading, on
pages 218-221; Lesson 7.6, Convergent
Plate Boundaries and subduction, on pages
221-224; Lesson 7.7, Transformation Plate
Boundaries, on pages 225-226; Lesson 7.8,
How Do Plates and Plate Boundaries
Change?, on pages 227-229; Lesson 8.4,
Earthquake Destruction, pages 256-260;
Lesson 9.4, Anatomy of a Volcano, pages
284-286; Lesson 9.5, Shield Volcanoes,
pages 286-287; Lesson 9.6, Cinder Cones,
pages 290-291; Composite Volcanoes,
pages 291, 293; Lesson 9.9, Other Volcanic
Landforms, pages 297-301; Lesson 9.10,
Intrusive Igneous Activity, pages 301-304;
Lesson 10.1, Crustal Deformation, pages
318-320; Lesson 10.2, Folds: Rock
Structures Formed by Ductile Deformation,
pages 321-324; Lesson 10.3, Faults and
Joints: Rock Structures Formed by Brittle
Deformation, pages 325-328; Lesson 10.4,
Mountain Building, pages 329-332; Lesson
10.6, Collisional Mountain Belts, pages 332337; Lesson 10.7, What Causes Earth’s
Varied Topography?, pages 337-341
4
A Correlation of Earth Science, 14th Edition, ©2015
to the
Next Generation Science Standards
Next Generation Science Standards
Earth and Space Science
Performance Expectations
Earth Science
14th Edition, ©2015
Lesson/Feature
HS-ESS2-2. Analyze geoscience data to
make the claim that one change to Earth’s
surface can create feedbacks that cause
changes to other Earth’s systems.
Lesson 7.1, Earth as a System, pages 2628; Lesson 8.1, What is an Earthquake,
Feedback in Earth Systems, pages 246250; Lesson 10.7, What Causes Earth’s
Varied Topography?, under “The Principle of
Isostasy” on pages 340-341; Lesson 12.1,
Is Earth Unique? under “The Right Time” on
page 375; Lesson 14.4, Ocean Productivity,
pages 445-447; Lesson 16.2, Composition
of the Atmosphere, under “Carbon Dioxide
(CO2)” on pages 488-489; Lesson 20.9,
Climate Feedback Mechanisms, pages 628629; Lesson 20.11, Some Possible
Consequences of Global Warming, pages
630-633
HS-ESS2-3. Develop a model based on
evidence of Earth’s interior to describe the
cycling of matter by thermal convection.
Supporting content:
Lesson 1.5, A Closer Look at the
Geosphere, under “Earth’s Internal
Structure,” The structure of Earth’s interior,
pages 18-20; Lesson 8.7, Earth’s Interior,
pages 269-271; Lesson 7.11, What Drives
Plate Motions?, Thermal convection in the
interior, pages 236-238
HS-ESS2-4. Use a model to describe how
variations in the flow of energy into and out
of Earth’s systems result in changes in
climate.
Figure 20.1, Earth’s Climate System,
Students use a model, page 608; Lesson
20.1, The Climate System, pages 608-609;
Lesson 20.8, Human Impact on Global
Climate, Changes in climate due to
variation in the flow of energy, pages 623328; Lesson 20.9, Climate-Feedback
Mechanisms, pages 628-629; Lesson 20.10,
How Aerosols Influence Climate, pages
629-630
5
A Correlation of Earth Science, 14th Edition, ©2015
to the
Next Generation Science Standards
Next Generation Science Standards
Earth and Space Science
Performance Expectations
Earth Science
14th Edition, ©2015
Lesson/Feature
HS-ESS2-5. Plan and conduct an
investigation of the properties of water and
its effects on Earth materials and surface
processes.
Lesson 5.1, Earth as a System: The
Hydrological Cycle, The properties of water,
pages 132-133; Lesson 5.2, Running
Water, The effects of water, pages 133136; Lesson 5.3, Streamflow, pages 136138; Lesson 5.4, The Work of Running
Water, pages 138-141; Lesson 5.5, Stream
Channels, pages 141-143; Lesson 5.6,
Shaping Stream Valleys, pages 144-146;
Lesson 5.7, Depositional Landforms, pages
147-149; Lesson 5.12, The Geological Work
of Groundwater, pages 162-164; Lesson
6.1, Glaciers and the Earth System, pages
172-173; Lesson 6.2, How Glaciers Move,
pages 175-179; Lesson 6.3, Glacial Erosion,
pages 179-182; Lesson 6.4, Glacial
Deposits, pages 183-187; Lesson 6.5,
Other Effects of Ice Age Glaciers, pages
187-189
HS-ESS2-6. Develop a quantitative model
to describe the cycling of carbon among the
hydrosphere, atmosphere, geosphere, and
biosphere.
HS-ESS2-7. Construct an argument based
on evidence about the simultaneous
coevolution of Earth’s systems and life on
Earth.
Supporting content:
Lesson 1.4, Earth’s Spheres, pages 14-17
Lesson 12.3, Origin and Evolution of the
Atmosphere and Oceans, Coevolution of
Earth’s systems and life on Earth, pages
379-381
HS-ESS3 Earth and Human Activity
HS-ESS3-1. Construct an explanation based
on evidence for how the availability of
natural resources, occurrence of natural
hazards, and changes in climate have
influenced human activity.
Lesson 5.8, Floods and Flood Control,
Floods and their influence on human
activity, pages 149-152; Lesson 20.8,
Human Impact on Global Climate, pages
623-628; Lesson 20.11, Some Possible
Consequences of Global Warming, pages
630-633
HS-ESS3-2. Evaluate competing design
solutions for developing, managing, and
utilizing energy and mineral resources
based on cost-benefit ratios.*
Supporting content:
Lesson 2.6, Natural Resources, Energy and
mineral resources, pages 52-53; Lesson
3.5, Resources from Rocks and Minerals,
pages 83-89; Lesson 13.7, Resources for
the Seafloor, pages 426-428
6
A Correlation of Earth Science, 14th Edition, ©2015
to the
Next Generation Science Standards
Next Generation Science Standards
Earth and Space Science
Performance Expectations
Earth Science
14th Edition, ©2015
Lesson/Feature
HS-ESS3-3. Create a computational
simulation to illustrate the relationships
among management of natural resources,
the sustainability of human populations,
and biodiversity.
Supporting content:
Lesson 2.6, Natural Resources, Energy and
mineral resources, pages 52-53; Lesson
3.5, Resources from Rocks and Minerals,
pages 83-89; Lesson 13.7, Resources for
the Seafloor, pages 426-428
HS-ESS3-4. Evaluate or refine a
technological solution that reduces impacts
of human activities on natural systems.*
Supporting content:
Lesson 20.8, Human Impact on Global
Climate, pages 623-628
HS-ESS3-5. Analyze geoscience data and
the results from global climate models to
make an evidence-based forecast of the
current rate of global or regional climate
change and associated future impacts to
Earth systems.
Supporting content:
Lesson 20.1 The Climate System, pages
608-609; Lesson 20.2 World Climates,
Figure 20.4, pages 609-612; question 3,
page 612; Climates of the World, Figure
20.5, pages 612-613, Figure 20.7, page
614; Figure 20.10, page 616; Figure 20.11,
page 617; Figure 20.13, page 619; Figure
20.16, page 621; Lesson 20.8 Human
Impact on Global Climate, pages 623-628;
Lesson 20.9 Climate-feedback Mechanisms,
Figure 20.25, pages 628-629; Examining
the Earth system, question 3, page 637
HS-ESS3-6. Use a computational
representation to illustrate the relationships
among Earth systems and how those
relationships are being modified due to
human activity.
Supporting content:
Lesson 7.1, Earth as a System, pages 2628; Lesson 20.8, Human Impact on Global
Climate, Greenhouse Gas (GHG) Emissions,
pages 626-627
7