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Essential Outcomes
Earth and Space
1) Scientific knowledge is a way to better understand the unknown.
Core Standard #1
Learning Goals:
a. Students will construct conclusions from observations and inquiries. (Forthcoming)
b. Students will describe how the validity of a model, explanation, or hypothesis can be
supported, revised, or rejected. (Forthcoming)
2) Technology has been used to gather evidence to increase our understanding of the universe.
Learning Goals:
a. Students will identify technology that has been developed and used over the last 2000
years. (ES 1.6, ES 2.1, ES 2.2, ES 2.3, ES 2.4)
b. Students will analyze how inventions have changed our understanding of the universe.
(ES 1.8)
3) The origin of the universe remains one of the biggest questions (and controversies) in
science.
Learning Goals:
a. Students will explain that the universe began 14-15 billion years ago, and is still
expanding. (ES 1.4)
b. Students will investigate and explain that gravitational attraction has clumped
together matter to form stars and galaxies. (ES 1.2, ES 1.3, ES 1.5, ES 1.7)
4) Gravity was a critical part in the formation of the Solar System.
Learning Goals:
a. Students will classify that the early Earth was very different from present-day
Earth. (ES 1.1, ES 1.19,
ES 1.29)
b. Students will explain that the age of the Earth is determined from relative-dating
and radioactive-dating methods. (ES 1.28)
5. The theory of plate tectonics describes how Earth’s surface has been shaped over time.
Learning Goals:
a. Students will specify how information on continental drift, the fossil record, and
paleomagnetic records support the Plate Tectonic theory. (ES 1.23, ES 1.24, ES 2.5,
ES 2.6, ES 2.7)
b. Students will explain how the rock cycle enables us to understand the creation,
breakdown, and transformation of the materials that make up the crust of the
Earth. (ES 1.22, ES 1.25, ES 1.26, ES 1.27)
6. The Sun is the main source of external energy for the Earth.
Learning Goals:
a. Students will describe how the Sun’s energy is absorbed differently by the air,
water, and land surfaces. (ES 1.10, ES 1.13, ES 1.14)
b. Students will specify how these differences create wind and ocean currents that
influence weather patterns. (ES 1.15)
c. Students will investigate how these processes can be affected by natural and
human factors. (ES 1.12, ES 1.18)
7. Meteorology is the study of all atmospheric phenomena.
Learning Goals:
a. Students will recognize that climate is the average of all weather events for an
area, and is affected by the topography and geography of a region. (ES 1.15,
1.18)
b. Students will understand that both weather and climate involve the transfer of
energy throughout the atmosphere. (ES 1.13)
c. Students will experiment to determine how climate changes affect plants,
people, and other animals. (ES 1.11, ES 1.12, ES 1.16)
d. Students will predict how changes in weather can be determined from
knowledge of how weather systems develop. (ES 1.17)
8. Elements move through the lithosphere, atmosphere, and hydrosphere in cycles such as the
water cycle, carbon cycle, and nitrogen cycle.
Learning Goals:
a. Students will summarize how solar heating and other thermal processes lead to the
distribution of Earth’s water in liquid, solid, and gaseous phases. (ES 1.14, ES 1.20, ES 1.21)
b. Students will show the cause & effect of the contribution of Earth’s rotation, gravity,
climate distributions, and weather systems to the distribution of water over the planet.
(ES 1.14)
Earth and Space Science Benchmark/Bundle #1 – History of Exploration
Standard Indicator: Standard #1 and Standard #2
ES 1.6 Describe how manned and unmanned space vehicles can be used to increase our knowledge and understanding of the universe.
ES 1.8 Discuss the role of sophisticated technology, such as telescopes, computers, space probes, and particle accelerators, in making computer
simulations and mathematical models in order to form a scientific account of the universe.
ES 2.1 Understand and explain that Claudius Ptolemy, an astronomer living in the second century, devised a powerful mathematical model of the
universe.
ES 2.2 Understand and describe how in the sixteenth century the Polish astronomer Nicholas Copernicus suggested that all those same motions
outlined by Ptolemy could be explained by imagining the Earth was turning on its axis once a day and orbiting around the sun once a year.
ES 2.3 Understand that and describe how Johannes Kepler, a German astronomer who lived at about the same time as Galileo, used the
unprecedented precise observational data of the Danish astronomer Tycho Brahe.
ES 2.4 Explain that by using the newly invented telescope to study the sky, Galileo made many discoveries that supported the ideas of Copernicus.
Declarative Knowledge
1. Technology has been used to gather evidence to increase our understanding of the universe.
Concepts
2. Scientific knowledge is a way to better understand the unknown.
Organizing
Ideas
Details
Students will construct conclusions from observations and inquiries. (Forthcoming)
Students will describe how the validity of a model, explanation, or hypothesis can be supported,
revised, or rejected. (Forthcoming)
 Manned and unmanned space vehicles have increased our knowledge and understanding of the
universe.
 Technology has helped make accurate simulations and models of the Universe.
 Planet – names, order, relative sizes
 Satellite – numbers around planets, special features of selected ones
 Comet – orbits, content
 Asteroid – location, origin, sizes
 Telescope – types, advantages/disadvantages, usefulness
 Ptolemy developed a mathematical model of the universe based on motion in circles and circles
on circles
 Copernicus explained errors in Ptolemy’s model with the idea that Earth turned on its axis, and
orbited around the Sun.
 Galileo, using his early telescope, made many discoveries that supported Copernicus’ ideas. He
Procedural Knowledge
Processes Writing Process
Reading Process
Skills
 Use the
Ptolemy solar
system to
compare to
the
Copernican
map
 Use Solar
System maps
to show
planetary
orbits are
elliptical, not
also discovered many features in the Solar System unknown beforehand.
 Galileo, Brahe, and Kepler proved Copernicus’ Sun-centered theory from observational data and
mathematical information.
Vocabulary
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Planet
Telescope
Satellite
Comet
Asteroid
Claudius Ptolemy
Nicholas Copernicus
Johannes Kepler
Tycho Brahe
Galileo Galilei
circular
 Compare
Solar System
models of
Ptolemy and
Copernicus
 Compare
relative
distances of
planets from
the Sun
Earth and Space Science Benchmark/Bundle #2 –
Origin and Evolution of the Universe, Galaxies, and Stars
Standard Indicator: Standard #1 and Standard #2
ES 1.2 Differentiate between the different types of stars found on the Hertzsprung-Russell Diagram. Compare and contrast the evolution of stars of
different masses. Understand and discuss the basics of the fusion processes that are the source of energy of stars.
1.3 Compare and contrast the differences in size, temperature, and age between our sun and other stars
1.4 Describe Hubble’s Law. Identify and understand that the “Big Bang’ theory is the most widely accepted theory explaining the formation of the universe.
1.5 Understand and explain the relationship between planetary systems, stars, multiple-star systems, star clusters, galaxies, and galactic groups in the
universe.
1.6 Discuss how manned and unmanned space vehicles can be used to increase the knowledge and understanding of the universe.
1.7 Describe the characteristics and motions of the various kinds of objects in our solar system, including planets, accelerators, in making computer
simulations and mathematical models in order to form a scientific account of the universe.
1.8 Discuss the role of sophisticated technology, such as telescopes, computers, space probes, and particle accelerators, in making computer simulations and
mathematical models in order to form a scientific account of the universe.
2.1 Understand and explain that Claudius Ptolemy, an astronomer living in the second century, devised a powerful mathematical model of the universe.
2.2 Understand and describe how in the sixteenth century the Polish astronomer Nicholas Copernicus suggested that all those same motions outlined by
Ptolemy could be explained by imagining the Earth was turning on its axis once a day and orbiting around the sun once a year.
2.3 Understand that and describe how Johannes Kepler, a German astronomer who lived at about the same time as Galileo, used the unprecedented precise
observational data of the Danish astronomer Tycho Brahe.
2.4 Explain that by using the newly invented telescope to study the sky, Galileo made many discoveries that supported the ideas of Copernicus.
Declarative Knowledge
1. The origin
Concepts
of the universe remains one of the biggest questions (and controversies) in
science.
2. Technology has been used to gather evidence to increase our understanding of the
universe.
3. Scientific knowledge is a way to better understand the unknown.
Organizing
Ideas
1. .Students will identify technology that has been developed and used over the last 2000
years.
2. Students will analyze how inventions have changed our understanding of the universe.
3. Students will investigate and explain that gravitational attraction has clumped together
matter to form stars and galaxies.
4. Students will explain that the universe began 14-15 billion years ago, and is still expanding
5. Students will construct conclusions from observations and inquiries.
Procedural Knowledge
Processes Scientific method
Writing Process
Reading Process
Details
Vocabulary
 H/R Diagram – star’s size &
temperature
 Evolution of stars – stars life cycle,
different life for different size stars
 Basics of nuclear fusion – combining
atomic nuclei to create larger nucleus
 Hubble’s Law – know how this applies
to the arrangement of the universe
 “Big Bang” theory – how the theory
states the beginning of the universe
 Manned / Unmanned space flight –
how these have helped knowledge of
space
Nuclear fusion
Evolution
Hubble, Edwin
Star cluster
Galactic group
Satellite
 Planetary systems – present around
most stars, not just our sun
 Multiple star systems – most stars
exist in multiples, not individually
 Kepler’s Laws – how all help to explain
planetary motion
 Technology – has been used to make
new
discoveries,
and
improve
previous information
 Computer simulation – used to plan
early spaceflights, and improvements
over time have greatly reduced
astronaut stress
 Ptolemaic Solar System – Earth
centered, other planets and Sun
orbit Earth
 Copernican Solar System – Sun is
center of solar system,
planets
orbit around Sun
Comet
Computer
Asteroids
Space probe
Telescope
Skills
Reading H/R diagrams
– compare stars’ size
and temperature to
locations on the chart
Compare and contrast
evolution of different
sizes of stars
Earth and Space Science Benchmark/Bundle #3 –
Origin of the Solar System and History of the Earth
Standard Indicator: Standard #1 and Standard #2
ES 1.1 Understand and discuss the nebular theory concerning the formation of solar systems.
ES 1.7 Describe the characteristics and motions of the various kinds of objects in our solar system, including planets, satellites, comets, and
asteroids.
ES 1.28 Discuss geologic evidence, including fossils and radioactive dating, in relation to Earth’s past.
ES 1.29 Recognize and explain the in geologic change, the present arises from the materials of the past in ways that can be explained according
to the same physical and chemical laws.
ES 2.5 Explain that the idea that Earth might be vastly older than most people believed made little headway in science until the work of Lyell
and Hutton.
Declarative Knowledge
1. Gravity played an important part in the formation of the Solar System
Concepts
Organizing
Ideas
Details

Vocabulary
2. Characteristics of motion
3. Geologic history of Earth’s past
4. Physical and chemical laws used today were the same in the past
5. Earth’s age is vastly older than previously believed, due to work of Lyell and Hutton
6. Nebular theory deals with the formation of the Solar System
7. Scientific knowledge is a way to better understand the unknown.
1. Students will recognize the steps in the formation of planetary systems.
2. Students will describe the motions and characteristics of various objects in our Solar System
3. Students will explain how Kepler’s laws determine planetary orbits.
4. Students will discuss evidence, including fossils and radioactive age-dating, relating to Earth’s past
5. Students will explain how the work of Lyell and Hutton changed people’s concepts about the age of
the Earth
 Gravity’s influence – contributions from all large bodies to form planets and orbits
 Age-dating – relative and absolute: used to determine Earth’s geologic history
 Geological evidence (fossils and radiologic age-dating) of early Earth
 Earth is older than people used to believe
Roles of protoplanets & planetisimals
 Motions & characteristics of planets, asteroids, comets, and satellites
Gravity
Kepler’s laws
Protoplanet
Procedural Knowledge
Processes Writing Process
Reading Process
Scientific
Method
Skills
 Use a scale
model of the
Solar System
to relate
relative
distance from
the Sun
Solar system
Nebular theory
Planetisimal
James Hutton
 Use model of
geologic time
to relate
different
geologic time
units
Earth and Space Science Benchmark/Bundle #4 –
Earth Structures
Standard Indicator: Standard #1 and Standard #2
ES 1.23 Explain motions, transformations, and locations of materials in Earth’s lithosphere and interior. For example, describe the movement of
the plates that make up Earth’s crust and the resulting formation of earthquakes, volcanoes, trenches, and mountains.
ES 1.24 Understand and discuss continental drift, sea-floor spreading, and plate techtonics. Include evidence that supports the movement of
the plates, such as magnetic stripes on the ocean floor, fossil evidence on separate continents, and the continuity of geological features.
ES 1.26 Differentiate among the process of weathering, erosion, transportation of materials, deposition, and soil formation.
ES 1.27 Illutsrate the various processes that are involved in the rock cycle and discuss how the total amount of material stays in the same
through formation, weathering, sedimentation, and reformation.
ES 2.6 Describe that early in the twentieth century the German scientist Alfred Wegener reintroduced the idea of moving continents, adding
such evidence as the underwater shapes of the continents, the similarity of life forms and land forms in corresponding parts of Africa and South
America, and the increasing separation of Greenland and Europe.
ES 2.7 Explain that the theory of plate tectonics was finally accepted by the scientific community in the 1960’s when further evidence had
accumulated in support of it.
Declarative Knowledge
1. The theory of plate tectonics describes how Earth’s surface has been shaped over time.
Concepts
2. Scientific knowledge is a way to better understand the unknown.
Organizing
Ideas
Details
Procedural Knowledge
Processes  Writing
Process
 Reading
Process
 Research
process
1. Students will specify how information on continental drift, the fossil record, and paleomagnetic
records support the Plate Tectonic theory.
2. Students will explain how the Rock Cycle enables us to understand the creation, breakdown, and
transformation of the materials that make up the crust of the Earth.
 Earth’s layers (4) – arrangement and thicknesses
 Alfred Wegener – developed Plate Tectonic theory
 Continental drift is driving certain continents apart, and pushing others together
Skills
 Rock Cycle
processes
weathering,
erosion,
deposition,
crystallization,
metamorphism,
melting
 Compare ocean
and continental
crust
Fossil, geologic, and magnetic evidence supports the theory of continental drift
Crust is made up of many geologic pieces called plates
Weathering and erosion break down earth materials and transport them to other locations
Deposition, burial, and soil formation make up the lithosphere
Wegener first described continental drift by citing several pieces of scientific evidence
Plate Tectonics was accepted in the 1960’s when scientific evidence supported it and continental
drift.
 Recognize names of tectonic plates
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Vocabulary
Lithosphere
Mantle
Inner / outer core
Earthquake
Volcano
Richter Scale
Ocean trench
Ocean ridge
Continental drift
Sea-floor spreading
Plate Tectonics
Rock Cycle
Sedimentary
Sedimentation
Igneous
Metamorphic
Deposition
Cementation
Weathering
Erosion
– thickness,
makeup
 Investigate
why earthquake
waves do not
move through
the core
 Use tectonic
theory to
analyze how
the Earth has
changed over
time
 Investigate the
effects of
weathering and
erosion on the
Earth’s surface
Earth and Space Science Benchmark/Bundle #5 Earth Systems/Energy Transfer
Standard Indicator: Standard #1 and Standard #2
ES 1.10, ES 1.12, ES 1.13, ES 1.14, ES 1.18
Declarative Knowledge
Procedural Knowledge
1.
Scientific
knowledge
is
a
way
to
better
understand the unknown.
Concepts
Organizing
Ideas
2.
3.
4.
5.
The Sun is the major source of energy for the Earth.
1.
Earth sciences address planet-wide interacting systems, as well as interactions with the
Solar System.
Explain the importance of heat transfer between and within the atmosphere, land
masses, and oceans.
describe the role of photosynthetic plants in changing the Earth’s atmosphere.
understand and explain the role of differential heating and the role of Earth’s rotation
on the movement of air around the planet.
Demonstrate the possible effect of atmospheric changes brought on by human and
natural activities such as acid rain, smoke, volcanic dust, greenhouse gases, and ozone
depletion.
2.
3.
4.
5.
Details
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

Processes
Writing Process
Reading Process
Research process
Scientific Method
Skills
Investigate the
role of industry
on Earth’s
atmosphere.
The Sun’s energy is absorbed differently by the air, water, and land surfaces.
These differences create wind and ocean currents that influence weather patterns.
These processes can be affected by natural and human factors
Recognize that the Sun is the source of all Earth’s energy
Energy causes air to move (winds), also causes water (oceans) currents
Explain how wind (water) currents can be affected by natural and human events.
Vocabulary
Conduction
Convection
Radiation
Water cycle
Acid rain
Greenhouse gas
Atmosphere
Ozone (depletion)
Earth and Space Science Benchmark/Bundle #6 –
Earth Systems – The Atmosphere, Weather, and Climate
Standard Indicator: Standard #1 and Standard #2
ES 1.11, ES 1.14, ES 1.15, ES 1.16
Declarative Knowledge
1. Scientific knowledge is a way to better understand the unknown.
Concepts
2.
3.
4.
5.
There is a specific structure, composition, and function of the atmosphere.
Organizing
Ideas
1.
Climate is the average of all weather events for an area, and is affected by topography
and geography of a region.
Weather is current atmospheric conditions in a particular area, at a particular time.
Both weather and climate involve the transfer of energy throughout the atmosphere.
Changes in climate occur slowly, and have an affect on plants, animals, and humans.
Weather can be predicted based on knowledge of how weather systems develop.
Details
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2.
3.
4.
5.
Procedural Knowledge
Processes Writing Process
Reading Process
Research process
Scientific Method
Differential heating and Earth’s rotation both play a vital part in air movement around the planet.
There are specific origins, life cycles, behavior, and prediction of weather systems.
Specific safety measures must be taken in the occasion of severe weather occurrences.
Compare and contrast weather and climate
Recognize types of air mass fronts
Determine weather associated with different types of fronts
Recognize major cloud types
Recognize major wind systems in the atmosphere
Skills
 Reading
weather maps
to determine
change
tendencies
 Read a
weather
station model
Vocabulary
Meteorology
Weather
Climate
Coriolis effect
Front – cold, warm, stationary, occluded
Air mass
Storm
Tornado
hurricane
Inversion
Relative humidity
Weather station
Earth Systems – Biochemical Cycles
Standard Indicator: Standard #1 and Standard #2
ES 1.11, ES 1.19, ES 1.20, ES 1.21
Declarative Knowledge
1. Scientific knowledge is a way to better understand the unknown.
Concepts
Organizing 1. Living organisms are involved in the cycling of atmospheric gases.
2. Gravity affects the movement of water on the Earth, including streams, rivers, and tides.
Ideas
Procedural Knowledge
Processes Writing Process
Details
Skills
Reading Process
Research process
3. There is a specific relationship between groundwater, surface water, and glacial systems
4. The water cycle is very important to the Earth.
Vocabulary