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Earth Science Curriculum Alignment 2008-09
1st Semester Per Units and Content Expectations
Unit 1: Earth Systems
Content
Expectation
E.2.1B
E.2.1C
E.2.3A
E.2.1A
Explanation
D.O.K.
Analyze the interactions between the
major systems (geosphere, atmosphere,
hydrosphere, biosphere) that make up
the Earth
Explain, using specific examples , how
a charge in one system affects other
Earth Systems
Explain how carbon exlots in different
forms such as: limestone (rock) carbon
dioxide (gas), carbonic acid (water) and
animals (life within Earth Systems) and
how these forms can be beneficial or
harmful to humans
Explain why the earth is a closed
system in terms of matter
2
Interactions take the form of energy
transfer and movement of matter.
2
The biogeochemical cycles of carbon
and nitrogen illustrate how systems
affect each other
None
biogeochemical cycles
The abundance of elements that make
up greenhouse gases are essentially
constant in the Earth system, but
move between the 4 major systems
closed system
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2
1
Content Expectation Clarification
Unit Vocabulary per
Content Expectation
atmosphere
geosphere
biosphere
hydrosphere
Earth Systems
carbon cycle
1
Unit 2: Rocks and the Rock Cycle
Content
Expectation
E3.1A
E3.1B
Explanation
D.O.K.
Content Expectation Clarification
Discriminate between igneous,
metamorphic, and sedimentary rocks
and describe the processes that change
one kind of rock into another.
2
In addition to physical characteristics,
discrimination can involve an
understanding of the process and
environments of rock formation.
Rock forming processes can be
understood in a plate tectonics context
Exclusion: rock types other than
those listed in prerequisites.
Unit Vocabulary per
Content Expectation
contact
igneous rocks
metamorphism
intrusive
lithification
extrusive
cooling
magma
crystallization
metamorphic
deposition
metamorphism
erosion
molten rock
foliation
sedimentary
grain shape
non-foliated texture
grain size
Explain the relationship between the
rock cycle and plate tectonics theory in
regard to the origins of igneous,
sedimentary, and metamorphic rocks.
2
The processes and products depicted
in the rock cycle can be understood in
a plate tectonic context commonly
with reference to conditions and
activities at convergent or divergent
plate boundaries.
plate tectonic context
regional metamorphism
rock cycle
rock sequence
sedimentations
weathering
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2
Unit 3: Geologic Time
Content
Expectation
E5.3B
Explanation
D.O.K.
Describe the process of radioactive
decay and explain how radioactive
elements are used to take the rocks that
contain them
1
None
1
While the immensity of geologic time
is presented on the geologic time
scale, analogies to comprehend the
dimensions are necessary in order to
understand durations of time between
significant events and geologic rates
of change.
None
E5.3C
E5.3D
Describe how index fossils can be used
to determine time sequence
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1
Content Expectation Clarification
Unit Vocabulary per
Content Expectation
absolute age dating
radiometric dating
C-14
radioactive substance
decay rates
half life
geologic dating
radioactive decay
geologic time
radioactive elements
geologic time scale
radioactive isotopes
ratio of daughter to parent substance
cretaceous tertiary (K-T)
Permian extinction
Evolution of Life
geologic events
geologic time seal
Pleistocene ice age
under fossil
relative age dating
3
Unit 4: Plate Tectonics and Earth’s Layers
Content
Expectation
E2.1B
Explanation
D.O.K.
Content Expectation Clarification
Analyze the interactions between the
major systems (geosphere, atmosphere,
hydrosphere, biosphere) that make up
the Earth
Explain, using specific examples, how a
change in one system affects other
Earth systems.
2
Compounds from the geosphere move
into the atmosphere and hydrosphere
through volcanic eruptions
2
E2.2A
Describe the Earth’s principal sources
of internal external energy (e.g.,
radioactive decay, gravity, solar
energy).
1
E2.2C
E3.2B
E3.2C
E3.3A
Describe natural processes in which
heat transfer in the Earth occurs by
conduction, convection and radiation
Explain how plate tectonics accounts
for the features and processes (sea floor
spreading, mid-ocean ridges, subduction
zones, earthquakes and volcanoes,
mountain ranges) that occur on or near
the Earth’s surface.
Explain why tectonic plates move using
the concept of heat flowing through
mantle convection, coupled with the
cooling and sinking of aging ocean
plates that results from their increased
density
1
Volcanism can cause a temporary
global cooling with secondary effects
on the atmosphere, hydrosphere and
biosphere.
In the earliest stage of Earth’s history,
internal thermal energy was generated
from gravitational force, the decay of
radioactive elements and
extraterrestrial impacts
Convection of heat in the Earth’s
mantle is thought to drive the motion
of plates.
None
2
The main driving force of plate
motion is gravity-controlled sinking
of cooler, denser oceanic lithosphere
(as a limb of a convection cell) into
subduction zones. The subducting
ocean lithosphere pulls the rest of the
plate along with it.
Describe the motion history of geologic
features (e.g., plates, Hawaii) using
equations relating rate, time, and
distance.
1
NONE
E2.1C
E3.3B
E3.3C
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1
Unit Vocabulary per
Content Expectation
atmosphere
biosphere
geosphere
hydrosphere
driving force
radioactive decay
internal source of energy
driving energy
thermal energy
connection
continental collision
mountain belts
mountain ranges
seafloor spreading
mid-ocean ridges
subduction zone
aging ocean plate
chemical composition
convection
mantle convection
plate boundaries
Plate collisions
plate tectonic theory
transform faults
plates
Geologic feature
global positioning system
4
Unit 4: Plate Tectonics and Earth’s Layers- continued
Content
Expectation
E3.4A
Explanation
D.O.K.
Content Expectation Clarification
Use the distribution of earthquakes and
volcanoes to locate and determine the
types of plate boundaries.
2
E3.4B
Describe how the sizes of earthquakes
and volcanoes are measured or
characterized.
1
Volcanoes are characterized by their
size and shape and classified into three
types of landforms. Their form is
controlled by magma chemistry and
the plate tectonic context.
NONE
E3.4C
Describe the effects of earthquakes and
volcanic eruptions on humans
Explain how scientists infer that the
Earth has internal layers with
discernable using patterns of primary
(P) and secondary (S) seismic wave
arrivals
1
NONE
2
Describe the differences between
oceanic and continental crust (including
density, age composition).
1
The travel speed of seismic waves is
strongly influenced by rock density,
state of matter (liquid, solid) and
pressure from depth. Changing density
causes seismic energy to reflect and
change direction incrementally or
abruptly. Mapping the travel times of
P-waves allows inferences on the
density and composition of layers in
the Earth. Mapping of P and S wave
arrival times show significant circular
regions where P and/or waves do not
arrive allowing inference on size,
structure and composition of Earth’s
core
In comparison to continental crust,
ocean crust is on average younger,
thinner, denser and compositionally
more homogeneous.
E3.2B
E3.2C
4/30/2017 – HS Science
Unit Vocabulary per
Content Expectation
volcanoes
magma
magnetic activity
molten rock
Earthquakes
explosivity
intensity
magnitude
wave amplitude
core
crust
lithosphere
upper mantle
pressure
tectonic plates
density
lower mantle
oceanic plate
magnetic field
oceanic crust
modeling
continental crust
reflection
waves
rigid lithosphere
surface waves
outer core
P waves
upper mantle
Primary seismic waves Inner core
Secondary seismic waves
5
Unit 5: Plate Earthquakes, Volcanoes and Mountains
Content
Expectation
E3.2B
Explanation
D.O.K.
Explain how scientist infer that the
Earth has internal layers with
discernable properties using patterns of
primary (P) and secondary (S) seismic
wave arrivals
1
E3.4A
Use the distribution of earthquakes and
volcanoes to locate and determine the
types of plate boundaries.
2
E3.4B
Describe how the sizes of earthquakes
and volcanoes are measured or
characterized.
1
4/30/2017 – HS Science
Content Expectation Clarification
Unit Vocabulary per
Content Expectation
The travel speed of seismic waves is
Earthquakes (EQ)
strongly influenced by rock density,
Primary (P) waves
state of matter (liquid, solid) and
Properties of waves
pressure from depth. Changing density Secondary (S) waves
causes seismic energy to reflect and
change direction incrementally or
abruptly. Mapping the travel times of
P-waves allows inferences on the
density and composition of layers in
the Earth. Mapping of P and S wave
arrival times show significant circular
regions where P and/or S waves do not
arrive allowing inference on size,
structure and composition of Earth’s
core.
Volcanoes are characterized by their
Earth Quakes
size and shape and classified into three Plates
types of landforms. Their form is
Plate boundaries
controlled by magma chemistry and
Transform fault
the plate tectonic context.
Volcanoes
The magnitude of an earthquake is
Earth Quakes
recorded using instruments that
Seismology
respond to wave energy that reaches
Intensity
the surface. Also, earthquake intensity Wave amplitude
is categorized using reports of
Magnitude
earthquake effects into levels that can
Surface waves
be mapped.
Volcanoes
6
Unit 5: Plate Earthquakes, Volcanoes and Mountains-continued
Content
Expectation
E3.4C
E3.3A
Explanation
D.O.K.
Content Expectation Clarification
Describe the effects of earthquakes and
volcanic eruptions on humans
1
Injury, death or property destruction
due to earthquakes result from damage
to human-made structures or the
effects of earthquake induced ocean
waves. Structures built on sediments
are more vulnerable than those built on
bedrock because earthquake shaking
causes sediments to lose the internal
strength necessary to provide support.
Explain how plate tectonic accounts for
the features and processes (sea floor
spreading, mid-ocean ridges, subduction
zones, earthquakes and volcanoes,
mountain ranges) that occur on or near
the Earth’s surface
1
NONE
4/30/2017 – HS Science
Unit Vocabulary per
Content Expectation
Earth Quakes
Volcanoes
Earth Quake
Volcanoes
Continental collision
Geologic features
Mid ocean ridges
Mountain ranges
plate collision
subduction zones
Elastic rebound theory
7
Unit 6: Natural Resources
Content
Expectation
E2.2B
Explanation
D.O.K.
Content Expectation Clarification
Unit Vocabulary per
Content Expectation
biomass
fossil fuels
solar
nuclear energy
wind
non-renewable
water
geothermal energy
renewable
hydroelectric energy
waves
mechanical energy
wave tides
thermal energy
chemical energy
Identify differences in the origin and
use of renewable (e.g., solar, winds,
water, biomass) and non-renewable
(e.g., fossil fuels, nuclear) sources o
energy
2
NONE
E2.4A
Describe renewable and non-renewable
sources of energy for human
consumption, compare their effects on
the environment and include overall
costs and benefits.
2
See sources of energy used for human
consumption have benefits, costs and
environmental impact. Detailed and
qualified comparisons allow for more
informed decisions about the trade off
involved.
biomass
ethanol
external energy sources
E2.4B
Explain how the impact of human
activities on the environment can be
understood through the analysis of
interactions between the four Earth
Systems
2
Human impact on the environment can
be analyzed through an Earth System
science perspective that focuses on
how matter and energy is transferred
within and between Earth’s Systems.
coral reef
deforestation
ozone
pollution
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8
2st Semester Per Units and Content Expectations
Unit 7: Fresh Water Resources
Content
Expectation
E2.1C
Explanation
D.O.K.
Content Expectation Clarification
Explain, using specific examples, how a
change in one system affects other
Earth systems.
2
The shape of land within a watershed
and the sediment load of rivers results
from the interaction between the
geosphere (rock type), the atmosphere
(climate) and hydrosphere (surface
runoff).
biosphere
biogeochemical
hydrosphere
E4.1A
Compare and contrast surface water
systems (lakes, rivers, streams,
(wetlands) and groundwater in regard to
their relative size as Earth’s freshwater
reservoirs and the dynamics of water
movement (inputs and outputs,
residence times, sustainability).
2
NONE
E4.1B
Explain the features and processes of
groundwater systems and how the
sustainability of North American
aquifers has changed in recent history
(e.g., the past 100 years) qualitatively
using the concepts of recharge,
residence time, inputs and outputs.
Explain how water quality in both
groundwater and surface systems is
impacted by land use decisions.
2
NONE
freshwater reservoir
glaciers
hydrogeology
lakes
streams
rivers
surface water
sustainability
wetlands
aquifer
groundwater
outputs
inputs
recharge
residence time
2
Agricultural practices, urbanization
and industrialization impact water
quality.
E4.1C
4/30/2017 – HS Science
Unit Vocabulary per
Content Expectation
Water quality
9
Unit 8: Oceans and the Oceans Environment
Content
Expectation
Explanation
D.O.K.
Content Expectation Clarification
Analyze the interactions between the
major systems (geosphere, atmosphere,
hydrosphere, and biosphere) that make
up the Earth.
Explain, using specific examples, how a
change in one system affects other
Earth systems.
2
Atmosphere
Interactions of Earths systems
Ocean-atmospheric interactions
E2.2C
Describe natural processes in which
heat transfer in the Earth occurs by
conduction, convection , and radiation
1
E4.2A
Describe the major causes for the
ocean’s surface and deep water
currents, including the prevailing winds,
the Coriolis effect, unequal heating of
the Earth, changes in water temperature
and salinity in high latitudes, and basin
shape
1
The oceans affect atmospheric
temperature and humidity, while
atmosphere winds drive and direct
ocean surface currents
The oceans affect atmospheric
temperature & humidity, while
atmospheric winds drive and direct
ocean surface currents. Heat in the
atmosphere and ocean is in part
absorbed and released to the
evaporation and condensation of water.
Heat energy is transferred between the
ocean and the atmosphere by
conduction and within the atmosphere
by convection
NONE
E4.2B
Explain how the interactions between
the oceans and the atmosphere influence
global and regional climate. Include the
major concepts of heat transfer by
ocean currents, thermohaline
circulation, boundary currents,
evaporation, precipitation, climatic
zones, and the ocean as a major CO2
reservoir.
2
NONE
Boundary currents
Carbon dioxide reservoir
Heat transfer of ocean currents
Thermohaline circulation
E2.1B
E2.1C
4/30/2017 – HS Science
2
Unit Vocabulary per
Content Expectation
Atmosphere
Interactions of Earths systems
Ocean-atmospheric interactions
Conduction
Convection
Radiation
Basin shape
Coriolis effect
Deep ocean current
Ocean currents
Sea water density
Salinity
Unequal heating
10
Unit 8: Oceans and the Oceans EnvironmentContent
Expectation
E2.4B
E5.4D
continued
Explanation
D.O.K.
Content Expectation Clarification
Explain how the impact of human
activities on the environment (e.g.,
deforestation, air pollution, coral reef
destruction) can be understood through
the analysis of interactions between the
four Earth systems.
2
Human impact on the environment can
be analyzed through an Earth system
science perspective that focuses on
how matter and energy is transferred
within and between Earths systems
Coral reef
Pollution
Based on evidence of observable
changes in recent history and climate
change models, explain the
consequences of warmer oceans
(including the results of increased
evaporation, shoreline and estuarine
impacts, oceanic algae growth, and
coral bleaching) and changing climatic
zones (including the adaptive capacity
of the biosphere).
2
NONE
Coral bleaching
Estuarine impacts
Evaporation
Shoreline impacts
4/30/2017 – HS Science
Unit Vocabulary per
Content Expectation
11
Unit 9: Severe Weather and Weather Fronts
Content
Expectation
E2.2A
Explanation
D.O.K.
Content Expectation Clarification
Describe the Earth’s principal sources
of internal and external energy (e.g.,
radioactive decay, gravity, solar
energy). Sources of internal and
external energy (e.g., radioactive decay,
gravity, solar energy).
1
E2.2C
Describe natural processes in which
heat transfer in the Earth occurs by
conduction, convection, and radiation.
1
E2.2D
Identify the main sources of energy to
the climate system
1
E4.3A
Describe the various conditions of
formation associated with severe
weather (thunderstorms, tornadoes,
hurricanes, floods, waves and drought).
Describe the damage resulting from and
the social impact of thunderstorms,
tornadoes, hurricanes, and floods
Describe severe weather and flood
safety and mitigation
1
Radiation from the sun heats the
Earth’s surface. The surface in turn
heats the atmosphere creating
temperature differences in water, land,
and the atmosphere which drive local,
regional, and global patterns of
atmospheric circulation
Radiation from the Sun heats the land
and water of Earth, which in turn heats
the atmosphere. Thermal energy
produces movement of matter
(convection) observed as wind.
Radiation from the Sun creates
temperature differences in water, land,
and the atmosphere, which drive local,
regional, and global pattern of
atmospheric circulation.
NONE
1
NONE
1
Loss of property, personal injury, and
loss of life can be reduced through the
application of forecasting technology
and informed decisions on land use
and individual behavior.
Describe the seasonal variations in
severe weather.
1
NONE
E4.3B
E4.3C
E4.3D
4/30/2017 – HS Science
Unit Vocabulary per
Content Expectation
Extreme energy source
Radiation
Thermal energy
U.V. radiation
Conduction
Convection
Radiation
Thermal energy
clouds
drought
hurricanes
waves
lighting
precipitation
flooding
mitigation
flooding
tornadoes
thunderstorms
severe weather
wind shear
heavy rain
hail
blizzards
down burst
air masses
air density
seasonal variations
12
Unit 9: Severe Weather and Weather Fronts- continued
Content
Expectation
E4.3E
E4.3F
Explanation
D.O.K.
Describe conditions associated with
frontal boundaries that result in severe
weather (thunderstorms, tornadoes, and
hurricanes).
1
NONE
blizzards
frontal boundaries
fronts
frontal wedging
Describe how mountains, frontal
wedging (including dry lines),
convection, and convergence form
clouds and precipitation.
1
NONE
frontal wedging
convergence
precipitation
dry lines
convection
clouds
4/30/2017 – HS Science
Content Expectation Clarification
Unit Vocabulary per
Content Expectation
13
Unit 10: Climate and Climate Change
Content
Expectation
E2.1A
D.O.K.
Content Expectation Clarification
Explain why the Earth is essentially a
closed system in terms of matter.
1
E2.1B
Analyze the interactions, between the
major systems (geosphere, atmosphere,
hydrosphere, and biosphere) that make
up the Earth.
2
E2.1C
Explain, using specific examples, how a
change in one system affects other
Earth systems.
2
E2.3A
Explain how carbon exists in different
forms such as limestone (rock, carbon
dioxide (gas), carbonic acid (water), and
animals (life within Earth systems and
how those forms can be beneficial or
harmful to humans.
Explain the natural mechanism of the
greenhouse effect including
comparisons of the major greenhouse
gases (water vapor, carbon dioxide,
methane, nitrous oxide, and ozone).
2
The abundance of elements that make
up greenhouse gases are essentially
constant in the Earth system, but move
between the four major systems.
The systems interact through
exchanges and transformation of
matter and energy such as the storage
and release of carbon in different
environments.
There are countless examples of how a
change in one system impacts others,
including the specifics of how changes
in the biosphere affect the amount of
carbon dioxide available to operate as
a greenhouse gas.
NONE
2
NONE
limestone
methane
nitrous oxide
ozone
greenhouse impact
Describe natural mechanisms that could
result in significant changes in climate
(e.g., major volcanic eruptions, changes
in sunlight received by the Earth,
meteorite impacts).
1
NONE
climate change
natural mechanisms
volcanic eruptions
E5.4A
E5.4B
Explanation
4/30/2017 – HS Science
Unit Vocabulary per
Content Expectation
hydrosphere
atmosphere
biosphere
organic matter
fossils
carbon cycle
carbon
biogeochemical cycle
greenhouse gases
greenhouse effect
carbon dioxide
trapping mechanisms
water vapor
14
Unit 10: Climate and Climate Change- continued
Content
Expectation
E5.4C
E5.4D
E2.4B
Explanation
D.O.K.
Analyze the empirical relationship
between the emission of carbon dioxide,
atmospheric carbon dioxide levels and
the average global temperature over the
past 150 years.
Based on evidence of observable
changes in recent history and climate
change models, explain the
consequences of warmer oceans
(including the results of increased
evaporation, shoreline and estuarine
impacts,
Explain how the impact of human
activities on the environment (e.g.,
deforestation, air pollution, coral reef
destruction) can be understood through
the analysis of interactions between the
four Earth systems.
2
NONE
2
NONE
2
Human impact on the environment can
be analyzed through an Earth system
science perspective that focuses on
how matter and energy is transferred
within and between Earth’s systems.
4/30/2017 – HS Science
Content Expectation Clarification
Unit Vocabulary per
Content Expectation
atmospheric change
emission
ice cores
fossil fuels
human industrialization
polar ice caps
shoreline impacts
evaporation
estuarine impacts
coral bleaching
coral reef
pollution
deforestation
resources
climatic zones
adaptive capacity
15
Unit 11: Earth in Space and the Sun
Content
Expectation
Explanation
D.O.K.
Describe the position and motion of our
solar system in our galaxy and the
overall scale, structure and age of the
universe
1
NONE
E5.3A
Explain how the solar system formed
from a nebula of dust and gas in a spiral
arm of the Milky Way Galaxy about 4.6
Gs (billion yrs ago)
1
NONE
E5.2A
Identify problems in solar activities
(sunspot cycle, solar flares, solar wind)
1
E5.2B
Relate events on the Sun to phenomena
such as auroras, disruption of radio and
satellite communications, and power
grid disturbances.
1
E5.2C
Describe how nuclear fusion produces
energy in the Sun
1
The solar wind moves outward from
the Sun in a pinwheel shaped spiral
pattern in a more or less steady flow.
The number of sunspots increases and
decreases in cycles that last from 6-17
years (averaging 11 yrs). Solar flares
accompany increases in Sunspot
As emissions from the sun encounter
Earth, they can ignite geomagnetic
storms. These geomagnetic storms can
cause electrical power outages,
damage communication satellites, and
affect radio communications.
Increased solar emissions can also lead
to a higher frequency of auroras.
NONE
E5.2D
Describe how nuclear fusion and other
processes in stars have led to the
formation of all the other chemical
elements
1
NONE
E5.1A
4/30/2017 – HS Science
Content Expectation Clarification
Unit Vocabulary per
Content Expectation
Milky Way Galaxy
motion of solar system
scale of Universe
spiral arm
structure of Universe
Big Bang Theory
light spectrum
cosmological red shift
nebular cloud
doppler red shift
Age of the Universe
Expanding Universe
cosmic background radiation
solar flare
solar wind
sunspot cycle
Auroras
power disturbances
Radio and satellite communication
nuclear fusion
nuclear reactions
release of energy
solar energy
spontaneous nuclear reaction
Nuclear fusion
Nuclear reactions
Source of chemical elements
16