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Transcript
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 4/30/2017 – HS Science 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 4/30/2017 – HS Science 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 4/30/2017 – HS Science 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 4/30/2017 – HS Science 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 4/30/2017 – HS Science 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