Download california content standards: earth sciences

Palm Springs Unified School District
Earth Science Course Guide
2013 – 2014
Earth Science
Table of Contents
Preface - Important Note to Teachers……………………………………………….…….3
Using the Released Test Questions.....................................................................................4
Purpose and Use of Pacing Guide………………………………………………….……..5
National Educational Technology Standards Grades Pre-K - 12........................................6
California Standards Test (CST) Blueprint………………………………………….……8
California Content Standards at a Glance………………………………………….……,13
California Content Standards Unpacked………………………………………………...15
Instructional Segments……………………………………………………………..…….23
CST Blueprint Color-Coded by Instructional Segments…………...................................27
Benchmark Exams at a Glance………………………….………………………….……31
Vocabulary by Instructional Segments……………….…………………………….……32
Vocabulary by Instructional Segments in Spanish..….…………………………….……33
Pacing Guide………………………………………………………………………..…....34
Please direct any questions or comments to:
Pete A’Hearn
K-12 Science Specialist
[email protected]
(760) 902-7768
Sandi Enochs
Coordinator, Assessment and Data Analysis
[email protected]
(760) 416-6066
2
IMPORTANT!
THIS PACING GUIDE IS INTENDED TO BE FLEXIBLE!!!!
Although a Pacing Guide has been created with a suggested order for teaching the textbook lessons,
site curricular teams may change the order of the lessons being taught WITHIN an Instructional
Segment. The only requirement is that all lessons within each Instructional Segment be completed
(and standards mastered) prior to that Instructional Segment’s Closing Date.
The Instructional Segment’s Closing Date is the absolute last date by which the Segment’s
Assessment must be administered and results entered into OARS. These are OARS deadline
dates, not just dates by which the exams must be administered to students. Feel free to
administer the Assessment any time prior to this date.
Please note: Benchmark Exam #3 has been replaced with a CST Mirror Test. During the time
between the administration of the CST Mirror Test and the administration of the actual CST
teachers will continue to teach new content while providing interventions as indicated by the results
of the CST Mirror Test. This Course Guide is NOT suggesting that all content be taught prior to the
CST Mirror Test administration date.
A Scope and Sequence of the National Educational Technology Standards, Grades Pre-K - 12, has
been added to all Course Guides. It clearly identifies the Technology Standards that should be
integrated into all subject areas at the appropriate grade levels.
The Textbook column of the Pacing Guide refers to our adopted textbook, Earth Science (Science
Explorer), by Prentice Hall. The textbook is not the curriculum, feel free to use readings, labs, and
activities from outside the test to help your students master the standards. The far right column (# of
Days) on the Pacing Guide has been intentionally left blank. This column is intended to be used by
teachers when planning individually or collaboratively.
Benchmark Exams are useful for gathering data and assessing student progress, but do not come
often enough to provide ongoing formative assessment. Teachers need to embed continuous
ongoing formative assessment into their classroom practice.
The prior knowledge and misconceptions boxes at the beginning of each unit in the pacing guide are
useful for designing pre-tests and formative assessments. You should test for prior knowledge, but
not assume it is there. Misconceptions need to be directly addressed in instruction. Misconceptions
can be very persistent and prevent students from learning science. Formative assessment can tell
you if students are holding on to their misconceptions.
The column entitled RTQ’s references the specific Released Test Question(s) that align to the
lesson being taught at that point in time. If you need a copy of the Earth Science STAR Released
Test Questions, you may download them from the CDE website:
http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqearthsci.pdf.
Please see the following page for some suggestions of how to use the RTQ’s.
3
Using the Released Test Questions throughout the School Year
It is highly recommended that you use the Released Test Questions as a wrap-up of instruction
on a particular standard. Close the lesson with “Now let’s see how the state might test this
concept (or standard)”. After the students have answered the question(s) and selected their
responses, thoroughly review the question and answer choices with them. Discover how many
(and which) students answered the question(s) correctly. Then have a frank and open discussion
about the distracters and why each student chose a particular distracter




Did they totally not understand the concept (standard)?
Did they not know a particular vocabulary word (academic or content-specific)?
Did they miss a step in the process of solving the problem?
Did they not finish solving the problem, because one of the distracters was the answer
they received when they were only part-way through solving the problem?
 Did they arrive at a perfectly good answer, but it was not the answer to the problem?
Try and discover all errors and misconceptions now, so that they can be corrected immediately
and not continue throughout the school year.
Please keep in mind that most standards encompass several (if not many) concepts, as evidenced
by the Unpacked Standards in your Course Guide. These Released Test Questions may only
assess some of these concepts. That does not mean that these are the only aspects of the standard
that will be tested on the CST. These are the questions that CDE chose to release at this point in
time. This is not necessarily an indication of which concepts to stress or an indication of which
part of the standard will be tested. You may need to generate or find additional questions to
assess the other portions of the standard.
These questions (and the students’ responses to the questions) should be a focus of your PLC
collaborative discussions. They will generate a wealth of information to be shared by the team.
Here are some facts quoted from Robert Marzano’s book Classroom Assessment and Grading
that Work (pp.5 – 6):
 When students receive feedback on a classroom assessment that simply tells them
whether their answers are correct or incorrect, learning is negatively influenced.
 When students are provided with the correct answer, learning is influenced in a positive
direction. This practice is associated with a gain of 8.5 percentile points in student
achievement.
 Providing students with explanations as to why their responses are correct or incorrect is
associated with a gain of 20 percentile points in student achievement.
 Asking students to continue responding to an assessment until they correctly answer the
items is associated with a gain of 20 percentile points.
 Displaying assessment results graphically can go a long way to helping students take
control of their own learning. However, this practice can also help teachers more
accurately judge students’ levels of understanding and skill. It is associated with a gain of
26 percentile points in student achievement.
 Teachers within a school or a district should have rigorous and uniform ways of
interpreting the results of classroom assessments. If the interpretation of assessment
results is done by a set of rules, student achievement is enhanced by 32 percentile points.
4
Purpose and Use of this Pacing Guide
1. PSUSD teachers created and revised the original Earth Science Pacing Guide and the
Benchmark assessments that were aligned to that document. This pacing guide is a work
in progress and will be revised, along with the Benchmark assessments, each year.
2. Emphasis for 2013-2014:
a. More emphasis is being placed on the Key Standards, which are now completely
aligned with the CST High Impact Standards.
b. There are four common Instructional Segments, reconfigured to accommodate
CST review and testing.
c. The Instructional Segment assessment data will provide teachers with information
to improve and drive instruction through team and department collaboration.
d. The assessment data may be used to provide information to assist with grading,
but should not be the only data used in determining grades.
3. Course Guide Format:
a. A scope and sequence of the National Educational Technology Standards has
been included to assist with the integration of the appropriate technology
standards into Earth Science lessons.
b. The actual CST Blueprint from the California Department of Education has been
reproduced for this document. It lists all the Earth Science standards and the
number of items per standard that are on the CST.
c. Immediately following this official document is an “At a Glance” version of the
standards, which provides a two-page abbreviated summary of the standards.
d. The next section, CA Content Standards Unpacked, restates the standards,
followed by a listing of the individual skills and/or objectives encompassed by
each standard. This may be utilized as a checklist, to check off all components of
each standard as they are mastered. Teachers may even reproduce this section as a
checklist for students to keep in their notebook to keep track of their individual
progress.
e. The Pacing Guide is separated into four Instructional Segments. An overview of
the four Instructional Segments is placed at the beginning of the next section.
Each Instructional Segment summary includes the Main Topics and Standards
that must be taught prior to the Instructional Segment Closing Date, with a space
to record the site-specific Essential Standards.
f. The next section contains a color-coded version of the Earth Science CST
Blueprint, aligning each standard with the Instructional Segment where it is
taught.
g. This is followed by a Benchmark Exams at a Glance page. This chart lists the
CA content standards tested on each Benchmark Exam, along with the number of
questions per standard on each assessment.
h. The CA content standards (with correlated textbook sections) to be mastered
before each benchmark exam are clearly shown on the Pacing Guide. This pacing
guide focuses on the textbook lessons needed to teach the Earth Science CA
content standards and includes an alignment to the Released Test Questions.
Therefore, the lessons that are outside of this scope have been omitted.
5
National Educational Technology Standards Grades Pre-K - 12
Scope and Sequence (H = Help / I = Introduce / D = Develop / IU = Independent Use)
Integration and Projects
PK K 1 2 3 4 5
Create developmentally appropriate multimedia
products with support from teachers or student
H
partners
Use technology resources for problem solving,
communication, & illustration of thoughts, ideas
H
& stories
Work responsibly, independently & as part of a
group in developing projects
Use teacher-created rubric for assessment of
project
Use technology for individual & collaborative
writing, communication & publishing activities to
create knowledge products for audiences inside &
outside the classroom.
Determine when technology is useful & select the
appropriate tools & technology resources to
address a variety of tasks & problems
Use information literacy skills to research &
evaluate the accuracy, relevance, appropriateness,
comprehensiveness & bias of information sources
concerning real-world problems
Save, find & retrieve work in different formats via
email, network & online sources for project work
Develop & use student-created rubrics for
assessment
Take on specific role & manage different group
activities & rotation strategies as part of a project
Develop essential & subsidiary questions as part
of projects
Properly cite all information sources
Design, develop, publish & present real-world
products using technology resources that
demonstrate & communicate curriculum concepts
to audiences inside & outside the classroom
Select appropriate technology tools for research,
information analysis, problem-solving &
decision-making in content learning as part of
project-based learning
Compile projects in electronic portfolio
6
7
8
9 10 11 12
H I D D D IU IU IU IU IU IU IU IU
H I D D D D IU IU IU IU IU IU IU
H I D D D IU IU IU IU IU IU IU
H I D D D D IU IU IU IU IU IU
H H I D D D IU IU IU IU IU IU
H H H I D D D IU IU IU IU IU
H H H I
D D D IU IU IU IU
H H H I
D D D IU IU IU IU
H H H I
D D D IU IU IU IU
H H H
I
D D D IU IU IU
H H H
I
D D D IU IU IU
H H H
I
D D D IU IU IU
H H H
I
D D D D IU
H H H
I
D D D D IU
H H H
I
D D D D
6
National Educational Technology Standards Grades Pre-K - 12
Scope and Sequence ( H = Help / I = Introduce / D = Develop / IU = Independent Use)
Social & Ethical Use
Understand and follow rules & procedures for
technology use
Work cooperatively & collaboratively with
others when using technology in the classroom
Demonstrate positive social & ethical behaviors
when using technology
Practice responsible use of technology systems
& software
Discuss responsible use of technology &
information & describe consequences of
inappropriate use
Demonstrate knowledge of current changes in
information technologies & the effect those
changes have on the workplace & society
Exhibit legal & ethical behaviors when using
information & technology & discuss
consequences of misuse
Understand & follow proper use of copyrighted
material & use netiquette when using email
Cite resources properly
Identify capabilities & limitations of emerging
technology resources & assess the potential of
these systems & services to address personal,
lifelong learning, & workplace needs
Access & use primary & secondary sources of
information for an activity
Demonstrate & advocate for legal & ethical
behaviors among peers, family & community
regarding the use of technology & information
PK K 1 2 3 4
5
6
7
8
9 10 11 12
H
I D D D IU IU IU IU IU IU IU IU IU
H
I D D D IU IU IU IU IU IU IU IU IU
H H I D D D IU IU IU IU IU IU IU IU
H H I D D
D
IU IU IU IU IU IU IU
H H H I D
D
D IU IU IU IU IU IU
H H H I
D
D
D IU IU IU IU IU
H H H H
I
D
D D IU IU IU IU
H H H
H
I
D D D IU IU IU
H H H
H
I
D D D IU IU IU
H H
H
H
I
D D D IU IU
H
H
H
I
D D D IU IU
H
H
H
I
D D D IU
7
CALIFORNIA STANDARDS TEST
EARTH SCIENCES
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: EARTH SCIENCES
Earth’s Place in the Universe
1. Astronomy and planetary exploration reveal the solar system’s
structure, scale, and change over time. As a basis for understanding
this concept:
a. Students know how the differences and similarities among the sun, the
terrestrial planets, and the gas planets may have been established during
the formation of the solar system.
b. Students know the evidence from Earth and moon rocks indicates that the
solar system was formed from a nebular cloud of dust and gas
approximately 4.6 billion years ago.
c. Students know the evidence from geological studies of Earth and other
planets suggest that the early Earth was very different from Earth today.
d. Students know the evidence indicating that the planets are much closer to
Earth than the stars are.
e. Students know the Sun is a typical star and is powered by nuclear
reactions, primarily the fusion of hydrogen to form helium.
f. Students know the evidence for the dramatic effects that asteroid impacts
have had in shaping the surface of planets and their moons and in mass
extinctions of life on Earth.
g.*Students know the evidence for the existence of planets orbiting other
stars.
2. Earth-based and space-based astronomy reveal the structure, scale,
and changes in stars, galaxies, and the universe over time. As a
basis for understanding this concept:
a. Students know the solar system is located in an outer edge of the discshaped Milky Way galaxy, which spans 100,000 light years.
b. Students know galaxies are made of billions of stars and comprise most
of the visible mass of the universe.
c. Students know the evidence indicating that all elements with an atomic
number greater than that of lithium have been formed by nuclear fusion in
stars.
d. Students know that stars differ in their life cycles and that visual, radio,
and X-ray telescopes may be used to collect data that reveal those
differences.
e.*Students know accelerators boost subatomic particles to energy levels
that simulate conditions in the stars and in the early history of the
universe before stars formed.
f. *Students know the evidence indicating that the color, brightness, and
evolution of a star are determined by a balance between gravitational
collapse and nuclear fusion.
* Not assessed
** Alternate years
# of
Items
%
12
20.0%
7
1 or 2**
1
1 or 2**
1
1
1
NA*
5
1
1
1
2
NA*
NA*
8
© California Department of Education
CALIFORNIA STANDARDS TEST
EARTH SCIENCES
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: EARTH SCIENCES
g.*Students know how the red-shift from distant galaxies and the cosmic
background radiation provide evidence for the “big bang” model that
suggests that the universe has been expanding for 10 to 20 billion years.
Dynamic Earth Processes
3. Plate tectonics operating over geologic time has changed the
patterns of land, sea, and mountains on Earth’s surface. As the
basis for understanding this concept:
a. Students know features of the ocean floor (magnetic patterns, age, and
sea-floor topography) provide evidence of plate tectonics.
b. Students know the principal structures that form at the three different
kinds of plate boundaries.
c. Students know how to explain the properties of rocks based on the
physical and chemical conditions in which they formed, including plate
tectonic processes.
d. Students know why and how earthquakes occur and the scales used to
measure their intensity and magnitude.
e. Students know there are two kinds of volcanoes: one kind with violent
eruptions producing steep slopes and the other kind with voluminous lava
flows producing gentle slopes.
f.*Students know the explanation for the location and properties of
volcanoes that are due to hot spots and the explanation for those that are
due to subduction.
Energy in the Earth System
4. Energy enters the Earth system primarily as solar radiation and
eventually escapes as heat. As a basis for understanding this
concept:
a. Students know the relative amount of incoming solar energy compared
with Earth’s internal energy and the energy used by society.
b. Students know the fate of incoming solar radiation in terms of reflection,
absorption, and photosynthesis.
c. Students know the different atmospheric gases that absorb the Earth’s
thermal radiation and the mechanism and significance of the greenhouse
effect.
d.* Students know the differing greenhouse conditions on Earth, Mars, and
Venus; the origins of those conditions; and the climatic consequences of
each.
5. Heating of Earth’s surface and atmosphere by the sun drives
convection within the atmosphere and oceans, producing winds and
ocean currents. As a basis for understanding this concept:
a. Students know how differential heating of Earth results in circulation
patterns in the atmosphere and oceans that globally distribute the heat.
* Not assessed
** Alternate years
# of
Items
%
NA*
9
15.0%
1 or 2**
1 or 2**
2 or 3**
1 or 2**
1
NA*
18
30.0%
5
1 or 2**
1 or 2**
1 or 2**
NA*
8
2
9
© California Department of Education
CALIFORNIA STANDARDS TEST
EARTH SCIENCES
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: EARTH SCIENCES
b. Students know the relationship between the rotation of Earth and the
circular motions of ocean currents and air in pressure centers.
c. Students know the origin and effects of temperature inversions.
d. Students know properties of ocean water, such as temperature and
salinity, can be used to explain the layered structure of the oceans, the
generation of horizontal and vertical ocean currents, and the geographic
distribution of marine organisms.
e. Students know rain forests and deserts on Earth are distributed in bands
at specific latitudes.
f.* Students know the interaction of wind patterns, ocean currents, and
mountain ranges results in the global pattern of latitudinal bands of rain
forests and deserts.
g.* Students know features of the ENSO (El Niño southern oscillation) cycle
in terms of sea-surface and air temperature variations across the Pacific
and some climatic results of this cycle.
6. Climate is the long-term average of a region’s weather and depends
on many factors. As a basis for understanding this concept:
a. Students know weather (in the short run) and climate (in the long run)
involve the transfer of energy into and out of the atmosphere.
b. Students know the effects on climate of latitude, elevation, topography,
and proximity to large bodies of water and cold or warm ocean currents.
c. Students know how Earth’s climate has changed over time,
corresponding to changes in Earth’s geography, atmospheric
composition, and other factors, such as solar radiation and plate
movement.
d.* Students know how computer models are used to predict the effects of
the increase in greenhouse gases on climate for the planet as a whole
and for specific regions.
Biogeochemical Cycles
7. Each element on Earth moves among reservoirs, which exist in the
solid earth, in oceans, in the atmosphere, and within and among
organisms as part of biogeochemical cycles. As a basis for
understanding this concept:
a. Students know the carbon cycle of photosynthesis and respiration and the
nitrogen cycle.
b. Students know the global carbon cycle: the different physical and
chemical forms of carbon in the atmosphere, oceans, biomass, fossil
fuels, and the movement of carbon among these reservoirs.
c. Students know the movement of matter among reservoirs is driven by
Earth’s internal and external sources of energy.
* Not assessed
** Alternate years
# of
Items
%
1 or 2**
1
2 or 3**
1
NA*
NA*
5
1
2
2
NA*
5
8.3%
2
2
1
10
© California Department of Education
CALIFORNIA STANDARDS TEST
EARTH SCIENCES
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: EARTH SCIENCES
d.*Students know the relative residence times and flow characteristics of
carbon in and out of its different reservoirs.
# of
Items
NA*
Structure and Composition of the Atmosphere
8. Life has changed Earth’s atmosphere, and changes in the
atmosphere affect conditions for life. As a basis for understanding
this concept:
a. Students know the thermal structure and chemical composition of the
atmosphere.
b. Students know how the composition of Earth’s atmosphere has evolved
over geologic time and know the effect of outgassing, the variations of
carbon dioxide concentration, and the origin of atmospheric oxygen.
c. Students know the location of the ozone layer in the upper atmosphere,
its role in absorbing ultraviolet radiation, and the way in which this layer
varies both naturally and in response to human activities.
5
California Geology
9. The geology of California underlies the state’s wealth of natural
resources as well as its natural hazards. As a basis for
understanding this concept:
a. Students know the resources of major economic importance in California
and their relation to California’s geology.
b. Students know the principal natural hazards in different California regions
and the geologic basis of those hazards.
c. Students know the importance of water to society, the origins of
California’s fresh water, and the relationship between supply and need.
d.*Students know how to analyze published geologic hazard maps of
California and know how to use the map’s information to identify evidence
of geologic events of the past and predict geologic changes in the future.
5
Investigation and Experimentation
1. Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this
concept and addressing the content in the other four strands,
students should develop their own questions and perform
investigations. Students will:
a. Select and use appropriate tools and technology (such as computerlinked probes, spreadsheets, and graphing calculators) to perform tests,
collect data, analyze relationships, and display data.
b. Identify and communicate sources of unavoidable experimental error.
c. Identify possible reasons for inconsistent results, such as sources of error
or uncontrolled conditions.
d. Formulate explanations by using logic and evidence.
* Not assessed
** Alternate years
%
8.3%
2
2
1
8.3%
1 or 2**
2 or 3**
1
NA*
6
10.0%
11
© California Department of Education
CALIFORNIA STANDARDS TEST
EARTH SCIENCES
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: EARTH SCIENCES
# of
Items
%
60
100%
e. Solve scientific problems by using quadratic equations and simple
trigonometric, exponential, and logarithmic functions.
f. Distinguish between hypothesis and theory as scientific terms.
g. Recognize the usefulness and limitations of models and theories as
scientific representations of reality.
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals that are characteristic
of natural phenomena (e.g., relative ages of rocks, locations of planets
over time, and succession of species in an ecosystem).
j. Recognize the issues of statistical variability and the need for controlled
tests.
k. Recognize the cumulative nature of scientific evidence.
l. Analyze situations and solve problems that require combining and
applying concepts from more than one area of science.
m. Investigate a science-based societal issue by researching the literature,
analyzing data, and communicating the findings. Examples of issues
include irradiation of food, cloning of animals by somatic cell nuclear
transfer, choice of energy sources, and land and water use decisions in
California.
n. Know that when an observation does not agree with an accepted
scientific theory, the observation is sometimes mistaken or fraudulent
(e.g., the Piltdown Man fossil or unidentified flying objects) and that the
theory is sometimes wrong (e.g., the Ptolemaic model of the movement of
the Sun, Moon, and planets).
TOTAL
* Not assessed
** Alternate years
12
© California Department of Education
# CST
Items
EARTH SCIENCE STANDARDS AT A GLANCE
STD
7
1.5
1
1.5
1
1
1
5
1
1
1
2
9
1.5
1.5
2.5
1.5
1
5
1.5
1.5
1.5
8
2
1.5
1
2.5
1
5
1
2
2
5
2
2
1
5
2
2
1
1.0
1a
1b
1c
1d
1e
1f
2.0
2a
2b
2c
2d
3.0
3a
3b
3c
3d
3e
4.0
4a
4b
4c
5.0
5a
5b
5c
5d
5e
6.0
6a
6b
6c
7.0
7a
7b
7c
8.0
8a
8b
8c
STANDARD
Solar system
Differences/similarities, formation
Evidence for 4.6byo
Early Earth different
Planets closer than stars
Fusion powers the Sun
Impacts!
Universe
Milky Way
Galaxies
Elements made in stars
Life cycles/telescopes
Plate tectonics
Ocean floor
Plate boundaries
Rock cycle
Earthquakes
volcanoes
Solar energy
Solar vs internal and used
Fate of solar radiation
Greenhouse effect
Convection
Differential heating creates convection
Coriolis effect
Inversions
Oceanography
Bands of rain forest and desert
Climate
Climate vs weather
Effects on climate
Climate changes
Biogeochemical cycles
Carbon and nitrogen cycle
Carbon cycle-forms of carbon
Cycles driven by energy
Atmosphere
Composition and structure
Change over time
Ozone layer
* Not assessed
** Alternate years
13
© California Department of Education
# CST
Items
5
9.0
1.5
9a
2.5
9b
1
9c
6
I/E 1.0
1a
1b
1c
1d
1e
1f
1g
1h
1i
1j
1k
1l
1m
1n
EARTH SCIENCE STANDARDS AT A GLANCE
California Geology
Resources
Natural hazards
water
Meaningful Questions and Careful investigations
select and use tools and technology
experimental error
inconsistent results
explain using logic and evidence
use equations in science
hypothesis vs. theory
models and theories vs. reality
maps
interpret sequence and time
statistical variability
cumulative nature of science
apply different areas of science to problems
investigate a social issue
mistakes in science
* Not assessed
** Alternate years
14
© California Department of Education
STD
EARTH SCIENCE
CA CONTENT STANDARDS UNPACKED * see note below
# CST
Items
STANDARD
60
12
(20%)
Earth’s place in the Universe (Standards 1 and 2)
1.0
Astronomy and planetary exploration reveal the solar system’s structure, scale, and
change over time.
7
astronomy and planetary exploration reveal the solar system’s structure
astronomy and planetary exploration reveal the solar system’s scale
astronomy and planetary exploration reveal the solar system has changed over time
1a
The differences and similarities among the sun, the terrestrial planets, and the gas
planets may have been established during the formation of the solar system.
1 or 2
the solar system formed from a contracting nebula
evidence is found in the orbital planes and the direction of the planets
1b
The evidence from Earth and moon rocks indicates that the solar system was formed
from a nebular cloud of dust and gas approximately 4.6 billion years ago.
1
radioactive dating gives the age of the solar system at 4.6 by
as the solar system formed the heavier elements stayed closer to the Sun to form inner planets
1c
The evidence from geological studies of Earth and other planets suggest that the early
Earth was very different from Earth today.
1 or 2
layers of the Earth formed early due to density differences
the atmosphere has changed over time
1d
Evidence indicates that the planets are much closer to Earth than the stars are.
1
there are many methods for finding the distances of stars, including parallax for close stars.
1e
The Sun is a typical star and is powered by nuclear reactions, primarily the fusion of
hydrogen to form helium.
1
the Sun’s spectra shows it is a typical star
the Sun’s energy comes from fusion of hydrogen into helium
1f
There is evidence for the dramatic effects that asteroid impacts have had in shaping the
surface of planets and their moons and in mass extinctions of life on Earth.
1
there is extensive impact cratering on many objects in the Solar system
there is evidence of large impacts on Earth
2.0
Earth-based and space-based astronomy reveal the structure, scale, and changes in
stars, galaxies, and the universe over time.
5
(8.3%)
the universe is incomprehensively huge
2a
The solar system is located in an outer edge of the disc-shaped Milky Way galaxy,
which spans 100,000 light years.
1
The Milky Way is a disc shaped galaxy spanning 100,000 light years
The solar system is a tiny speck out near the edge
2b
Galaxies are made of billions of stars and comprise most of the visible mass of the
universe.
1
stars are organized into galaxies
stars and galaxies make up most of the visible mass of the universe
most of the mass of the universe is not visible and we aren’t really sure what it is
* Not assessed
** Alternate years
15
© California Department of Education
STD
2c
EARTH SCIENCE
CA CONTENT STANDARDS UNPACKED * see note below
# CST
Items
The evidence indicating that all elements with an atomic number greater than that of
lithium have been formed by nuclear fusion in stars.
1
only hydrogen, helium, and lithium (and not enough) were produced by the Big Bang
heavier elements are produced by fusion in stars
elements heavier than iron are only formed in supernovae
2d
Stars differ in their life cycles and visual, radio, and X-ray telescopes may be used to
collect data that reveal those differences.
2
stars differ in color, temperature, size, gravity, and composition
telescopes study electromagnetic waves including visual, radio, and x-rays
stars go through a life cycle
Dynamic Earth Processes (Standard 3)
3.0
Plate tectonics operating over geologic time has changed the patterns of land, sea, and
mountains on Earth’s surface.
9
(15%)
plate tectonics operates over huge time scales
plate tectonics has changed (and rechanged) the patterns of land, sea, and mountains
3a
Features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide
evidence of plate tectonics.
1 or 2
mid-ocean ridges and deep sea trenches provide evidence for plate tectonics
magnetic reversal “stripes” provide evidence for plate tectonics
the recent (200 my) age of ocean rocks provides evidence for plate tectonics
3b
Different structures form at the three different kinds of plate boundaries.
1 or 2
divergent boundaries form rift valleys and mid-ocean ridges
convergent boundaries form subduction zones where dense oceanic plates collide
subduction zones have deep ocean trenches and either volcanic mountains or island chains
when continents converge they produce folded mountains
transform boundaries are when plates move past each other
3c
Explain the properties of rocks based on the physical and chemical conditions in which
they formed, including plate tectonic processes.
2 or 3
a rock’s physical properties (i.e. grain size) are based on the conditions under which it formed
a rock’s chemical composition is based on the conditions under which it formed
parts of the rock cycle are associated with plate tectonic processes (i.e. subduction and melting, or mountain
building and weathering)
3d
Know why and how earthquakes occur and the scales used to measure their intensity
and magnitude.
1 or 2
earthquakes are caused by plates moving against each other
magnitude is a measure of released energy
intensity is a measure of felt strength and damage
3e
There are two kinds of volcanoes: one kind with violent eruptions producing steep
slopes and the other kind with voluminous lava flows producing gentle slopes.
1
Thick lavas trap gases and produce explosive eruptions with steep sided volcanoes (cindercones)
thin lavas release gases and produce shield volcanoes
composite volcanoes have both types of eruptions
* Not assessed
** Alternate years
16
© California Department of Education
STD
4.0
4a
EARTH SCIENCE
CA CONTENT STANDARDS UNPACKED * see note below
# CST
Items
Energy in Earth’s System (Standards 4, 5, 6)
18
(30%)
5
(8.3%)
Energy enters the Earth system primarily as solar radiation and eventually escapes as
heat.
Students know the relative amount of incoming solar energy compared with Earth’s
internal energy and the energy used by society.
1 or 2
most of Earth’s energy comes from the Sun
there is much more energy from the Sun than inside Earth
most of society’s energy comes from the Sun, either directly or indirectly
society uses a small fraction of the Sun’s energy
4b
Students know the fate of incoming solar radiation in terms of reflection, absorption,
and photosynthesis.
1 or 2
longer wavelengths are absorbed by the atmosphere
some shorter wavelengths are reflected by clouds, dust, and Earth’s surfaces
the rest is absorbed by Earth’s surface
plants use solar radiation for photosynthesis
4c
Students know the different atmospheric gases that absorb the Earth’s thermal
radiation and the mechanism and significance of the greenhouse effect.
1 or 2
radiation escapes earth as heat
greenhouse gases (Carbon dioxide, water vapor, methane) trap heat in the atmosphere
the greenhouse effect keeps Earth warm enough for life
increasing greenhouse gases cause the Earth to warm up
5.0
Heating of Earth’s surface and atmosphere by the sun drives convection within the
atmosphere and oceans, producing winds and ocean currents
8
(13.3%)
Heat from the Sun creates, wind, ocean currents, and the water cycle
Changes in the density of heated fluids cause convection currents
5a
Differential heating of Earth results in circulation patterns in the atmosphere and
oceans that globally distribute the heat.
2
different parts of the Earth are differently heated due to latitude, surface (land, water, ice, etc.), and seasons
the differences in heating between the equator and pole set up global wind currents that move heat from the
equator to the poles, with three bands per hemisphere
ocean currents also move heat from the equator to the poles
5b
There is a relationship between the rotation of Earth and the circular motions of ocean
currents and air in pressure centers.
1 or 2
the rotation of the Earth produces the Coriolis effect
the Coriolis effect produces rotating wind patterns
5c
1
Know the origin and effects of temperature inversions.
Know the origin of temperature inversions.
Know the effects of temperature inversions.
5d
The properties of ocean water, such as temperature and salinity, can be used to explain
the layered structure of the oceans, the generation of horizontal and vertical ocean
currents, and the geographic distribution of marine organisms.
the ocean has a layered structure that is caused by temperature and salinity
* Not assessed
** Alternate years
17
© California Department of Education
2 or 3
STD
EARTH SCIENCE
CA CONTENT STANDARDS UNPACKED * see note below
# CST
Items
temperature and salinity differences drive horizontal and vertical currents
layering and currents affect the geographical distribution of ocean organisms
5e
1
Rain forests and deserts on Earth are distributed in bands at specific latitudes.
deserts are found in bands near 30 degrees latitude
descending air at 30 degrees latitude drys and warms to create deserts
rainforests are found near 0 degrees latitude
rising air cools and condenses at 0 degrees latitude
6.0
5
(8.3%)
Climate is the long-term average of a region’s weather and depends on many factors.
weather can be observed measured and described
weather involves wind, temperature, pressure, and the water cycle
6a
Weather (in the short run) and climate (in the long run) involve the transfer of energy
into and out of the atmosphere.
1
solar energy causes difference in temperature which lead to differences in pressure that generate wind
evaporation driven by energy from the Sun, drives the water cycle
climate is the long term average of weather “Climate is what you expect, weather is what you get”
6b
Latitude, elevation, topography, and proximity to large bodies of water and cold or
warm ocean currents affect climate
2
latitude affects climate-see standard 5a and 5e
elevation causes cooling
mountains can cause the rainshadow effect and change wind pattern
areas near oceans have more moderate weather than areas inland
warm currents can heat and cold currents can cool nearby landmasses
6c
Earth’s climate has changed over time, corresponding to changes in Earth’s geography,
atmospheric composition, and other factors, such as solar radiation and plate
movement.
2
plate tectonics changes the shape and relation of oceans and landmasses
there have been warm periods and ice ages
the tilt of earth’s axis changes and influences climate
volcanoes and meteorites put dust into the atmosphere
Biogeochemical Cycles (Standard 7)
7.0
Each element on Earth moves among reservoirs, which exist in the solid earth, in
oceans, in the atmosphere, and within and among organisms as part of biogeochemical
cycles
5
(8.3%)
matter is cycled through living things and the environment
7a
2
Know the carbon cycle of photosynthesis and respiration and the nitrogen cycle.
know the carbon cycle of photosynthesis and respiration involves living things and food chains
know the nitrogen cycle involves living things
7b
Know the global carbon cycle: the different physical and chemical forms of carbon in
the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these
reservoirs.
carbon has reservoirs in the ocean, atmosphere, living things, carbonate rocks, and fossil fuels
* Not assessed
** Alternate years
18
© California Department of Education
2
STD
EARTH SCIENCE
CA CONTENT STANDARDS UNPACKED * see note below
# CST
Items
carbon moves through reservoirs by different processes
7c
The movement of matter among reservoirs is driven by Earth’s internal and external
sources of energy.
1
some energy that moves carbon comes from the Sun (i.e. photosynthesis)
some energy that moves carbon comes from inside the Earth (melting of carbonate rocks to make magma)
Structure and Composition of the Atmosphere (Standard 8)
8.0
Life has changed Earth’s atmosphere, and changes in the atmosphere affect conditions
for life.
5
(8.3%)
living things affect the atmosphere
the atmosphere affects living things
8a
Know the thermal structure and chemical composition of the atmosphere.
2
The atmosphere is a mix of 78% Nitrogen, 21% Oxygen, 1% argon and trace gases like carbon dioxide and
water vapor
the atmosphere becomes less dense with elevation
the atmosphere is divided into four layers based on temperature patterns
8b
The composition of Earth’s atmosphere has evolved over geologic time and know the
effect of outgassing, the variations of carbon dioxide concentration, and the origin of
atmospheric oxygen.
2
Earth’s early atmosphere was produced by outgassing
photosynthesis changed the composition of the atmosphere
carbon dioxide levels change and have recently increased
8c
Know the location of the ozone layer in the upper atmosphere, its role in absorbing
ultraviolet radiation, and the way in which this layer varies both naturally and in
response to human activities.
1
the ozone layer is in the stratosphere
the ozone layer absorbs harmful UV radiation
human pollutants have damaged the ozone layer
California Geology (Standard 9)
9.0
9a
The geology of California underlies the state’s wealth of natural resources as well as its
5
natural hazards.
(8.3%)
Know the resources of major economic importance in California and their relation to
1 or 2
California’s geology.
the central valley’s sediments are good for agriculture and hold petroleum deposits
gold and other ores are associated with igneous intrusions
geothermal energy is related to plate boundaries
9b
Know the principal natural hazards in different California regions and the geologic
basis of those hazards.
2 or 3
earthquakes, landslides, volcanoes, coastal erosion, tsunamis, and other hazards are found in California
9c
Know the importance of water to society, the origins of California’s fresh water, and
the relationship between supply and need.
1
water is important to agriculture, cities, and industry
most of California’s fresh water is snow in the mountains
because most water is used in the south, dams, aqueducts, and canals move the water to where it is used
* Not assessed
** Alternate years
19
© California Department of Education
STD
EARTH SCIENCE
CA CONTENT STANDARDS UNPACKED * see note below
# CST
Items
the science framework says we have plenty of water-we don’t
I&E
1.0
Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in
the other four strands, students should develop their own questions and perform
investigations.
develop meaningful questions
conduct careful investigations
1a
Select and use appropriate tools and technology (including computer linked probes,
spreadsheets and graphing calculators) to perform tests, collect data, analyze
relationships, and display data
Select tools and technology (including computer linked probes, spreadsheets and graphing calculators) to
perform tests
Select tools and technology (including computer linked probes, spreadsheets and graphing calculators) to
collect data
Select tools and technology (including computer linked probes, spreadsheets and graphing calculators) to
analyze relationships
Select tools and technology (including computer linked probes, spreadsheets and graphing calculators) to
display data
Use tools and technology (including computer linked probes, spreadsheets and graphing calculators) to
perform tests
Use tools and technology (including computer linked probes, spreadsheets and graphing calculators) to collect
data
Use tools and technology (including computer linked probes, spreadsheets and graphing calculators) to
analyze relationships
Use tools and technology (including computer linked probes, spreadsheets and graphing calculators) to display
data
1b
Identify and communicate sources of unavoidable experimental error
Identify sources of unavoidable experimental error
Communicate sources of unavoidable experimental error
1c
Identify possible reasons for inconsistent results, such as sources of error or
uncontrolled conditions.
Identify possible reasons for inconsistent results, such as sources of error.
Identify possible reasons for inconsistent results, such as uncontrolled conditions.
1d
Formulate explanations by using logic and evidence.
Formulate explanations by using logic.
Formulate explanations by using evidence.
1e
Solve scientific problems by using quadratic equations and simple trigonometric,
exponential, and logarithmic functions.
Solve scientific problems by using quadratic equations.
Solve scientific problems by using simple trigonometric functions.
Solve scientific problems by using simple exponential functions.
Solve scientific problems by using simple logarithmic functions.
1f
Distinguish between hypothesis and theory as scientific terms.
Distinguish between hypothesis and theory as scientific terms.
1g
Recognize the usefulness and limitations of models and theories as scientific
representations of reality.
* Not assessed
** Alternate years
20
© California Department of Education
6
(10%)
STD
EARTH SCIENCE
CA CONTENT STANDARDS UNPACKED * see note below
# CST
Items
Recognize the usefulness of models as scientific representations of reality.
Recognize the usefulness of theories as scientific representations of reality.
Recognize the limitations of models as scientific representations of reality.
Recognize the limitations of theories as scientific representations of reality.
1h
Read and interpret topographic and geologic maps.
Read topographic maps.
Read geologic maps.
Interpret topographic maps.
Interpret geologic maps.
1i
Analyze the locations, sequences, or time intervals that are characteristic of natural
phenomena (e.g., relative ages of rocks, locations of planets over time, and succession
of species in an ecosystem).
Analyze the locations that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of
planets over time, and succession of species in an ecosystem).
Analyze the sequences that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of
planets over time, and succession of species in an ecosystem).
Analyze the time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations
of planets over time, and succession of species in an ecosystem).
1j
Recognize the issues of statistical variability and the need for controlled tests.
Recognize the issues of statistical variability.
Recognize the need for controlled tests.
1k
Recognize the cumulative nature of scientific evidence.
Recognize the cumulative nature of scientific evidence.
1l
Analyze situations and solve problems that require combining and applying concepts
from more than one area of science.
Analyze situations that require combining concepts from more than one area of science.
Analyze situations that require applying concepts from more than one area of science.
Solve problems that require combining concepts from more than one area of science.
Solve problems that require applying concepts from more than one area of science.
1m
Investigate a science-based societal issue by researching the literature, analyzing data,
and communicating the findings. Examples of issues include irradiation of food,
cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land
and water use decisions in California.
Investigate a science-based societal issue by researching the literature.
Investigate a science-based societal issue by analyzing data.
Investigate a science-based societal issue by communicating the findings.
1n
Know that when an observation does not agree with an accepted scientific theory, the
observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or
unidentified flying objects) and that the theory is sometimes wrong (e.g., Ptolemaic
model of the movement of the Sun, Moon, and planets).
Know that when an observation does not agree with an accepted scientific theory, the observation is
sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects)
Know that when an observation does not agree with an accepted scientific theory, the theory is sometimes
wrong (e.g., Ptolemaic model of the movement of the Sun, Moon, and planets).
* Not assessed
** Alternate years
21
© California Department of Education
* Note on the unpacking - These standards have been “unpacked” in a different manner than is typical.
The science framework provides paragraphs detailing the expectations for each standard. Therefore,
the paragraphs have been used as the basis for unpacking the science standards. In a sense, these
unpacked standards are the “Cliff Notes” for the framework. As your high school teacher always
warned you about inaccuracies in the Cliff Notes, be warned about inaccuracies in these unpacked
standards. Taking long paragraphs and distilling them into a few short statements is a difficult task.
Much detail is lost in the condensation and some editorializing is inevitable. Teachers are strongly
encouraged to go to the actual Science Framework for clarification.
* Not assessed
** Alternate years
22
© California Department of Education
Instructional Segment 1 – Earth Science
Benchmark Exam 1 Closing Date: November 1, 2013
Main Topics

Astronomy
Standards
















1.0 Astronomy and planetary exploration reveal the solar system's structure, scale, and change
over time.
1a Students know how the differences and similarities among the sun, the terrestrial planets, and
the gas planets may have been established during the formation of the solar system.
1b Students know the evidence from Earth and moon rocks indicates that the solar system was formed
from a nebular cloud of dust and gas approximately 4.6 billion years ago.
1c Students know the evidence from geological studies of Earth and other planets suggest that the
early Earth was very different from Earth today.
1d Students know the evidence indicating that the planets are much closer to Earth than the stars are.
1e Students know the Sun is a typical star and is powered by nuclear reactions, primarily the
fusion of hydrogen to form helium.
1f Students know the evidence for the dramatic effects that asteroid impacts have had in shaping the
surface of planets and their moons and in mass extinctions of life on Earth.
2.0 Earth-based and space-based astronomy reveal the structure, scale, and changes in stars,
galaxies, and the universe over time.
2a Students know the solar system is located in an outer edge of the disc-shaped Milky Way
galaxy, which spans 100,000 light years.
2b Students know galaxies are made of billions of stars and comprise most of the visible mass of the
universe.
2c Students know the evidence indicating that all elements with an atomic number greater than that of
lithium have been formed by nuclear fusion in stars.
2d Students know that stars differ in their life cycles and that visual, radio, and X-ray telescopes
may be used to collect data that reveal those differences.
2g Students know how the red-shift from distant galaxies and the cosmic background radiation
provide evidence for the “big bang” model that suggests that the universe has been expanding for
10 to 20 billion years.
I/E 1g Recognize the usefulness and limitations of models and theories as scientific representations of
reality.
I/E 1i Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena
(e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem).
I/E 1n Know that when an observation does not agree with an accepted scientific theory, the
observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying
objects) and that the theory is sometimes wrong (e.g., Ptolemaic model of the movement of the Sun,
Moon, and planets).
Essential Standards
23
Instructional Segment 2 – Earth Science
Benchmark Exam 2 Closing Date: January 24, 2014
Main Topics


Structure and Composition of the Atmosphere
Energy in Earth’s System (Atmosphere only - Oceans will be in Instructional Segment 3)
Standards














8.0 Life has changed Earth's atmosphere, and changes in the atmosphere affect conditions for life.
8a Students know the thermal structure and chemical composition of the atmosphere.
8b Students know how the composition of Earth's atmosphere has evolved over geologic time and know
the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmospheric
oxygen.
8c Students know the location of the ozone layer in the upper atmosphere, its role in absorbing
ultraviolet radiation, and the way in which this layer varies both naturally and in response to human
activities.
4.0 Energy enters the Earth system primarily as solar radiation and eventually escapes as heat.
4a Students know the relative amount of incoming solar energy compared with Earth's internal energy
and the energy used by society.
4b Students know the fate of incoming solar radiation in terms of reflection, absorption, and
photosynthesis.
4c Students know the different atmospheric gases that absorb the Earth's thermal radiation and
the mechanism and significance of the greenhouse effect.
5.0 Heating of Earth's surface and atmosphere by the sun drives convection within the
atmosphere, producing winds.
5a Students know how differential heating of Earth results in circulation patterns in the
atmosphere and oceans that globally distribute the heat.
5b Students know the relationship between the rotation of Earth and the circular motions of ocean
currents and air in pressure centers.
5c Students know the origin and effects of temperature inversions.
I/E 1c Identify possible reasons for inconsistent results, such as sources of error or uncontrolled
conditions.
I/E 1d Formulate explanations by using logic and evidence.
Essential Standards
24
Instructional Segment 3 – Earth Science
CST Mirror Test Closing Date: March 21, 2014
Please Note: Plate Tectonics from Instructional Segment 4 MUST be
completed before the administration of the actual CST.
Main Topics



Oceanography
Climate
Biogeochemical Cycles
Standards














5.0 Heating of Earth's surface and atmosphere by the sun drives convection within the oceans,
producing ocean currents.
5a Students know how differential heating of Earth results in circulation patterns in the
atmosphere and oceans that globally distribute the heat.
5b Students know the relationship between the rotation of Earth and the circular motions of
ocean currents and air in pressure centers.
5d Students know properties of ocean water, such as temperature and salinity, can be used to
explain the layered structure of the oceans, the generation of horizontal and vertical ocean
currents, and the geographic distribution of marine organisms.
5e Students know rain forests and deserts on Earth are distributed in bands at specific latitudes.
6.0 Climate is the long-term average of a region's weather and depends on many factors.
6a Students know weather (in the short run) and climate (in the long run) involve the transfer of
energy into and out of the atmosphere.
6b Students know the effects on climate of latitude, elevation, topography, and proximity to large
bodies of water and cold or warm ocean currents.
6c Students know how Earth's climate has changed over time, corresponding to changes in Earth's
geography, atmospheric composition, and other factors, such as solar radiation and plate movement.
7.0 Each element on Earth moves among reservoirs, which exist in the solid earth, in oceans, in
the atmosphere, and within and among organisms as part of biogeochemical cycles.
7a Students know the carbon cycle of photosynthesis and respiration and the nitrogen cycle.
7b Students know the global carbon cycle: the different physical and chemical forms of carbon in
the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these
reservoirs.
7c Students know the movement of matter among reservoirs is driven by Earth's internal and external
sources of energy.
I/E 1l Analyze situations and solve problems that require combining and applying concepts from more
than one area of science.
Essential Standards
25
Instructional Segment 4 – Earth Science
Site-Based End of Year Assessments/Projects Closing Date: June 13, 2014
Please Note: CST administration falls during this Instructional Segment.
Please teach Plate Tectonics before the administration of the CST.
Main Topics


Plate Tectonics
California Geology

3.0 Plate tectonics operating over geologic time has changed the patterns of land, sea, and
mountains on Earth's surface.
3a Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography)
provide evidence of plate tectonics.
3b Students know the principal structures that form at the three different kinds of plate
boundaries.
3c Students know how to explain the properties of rocks based on the physical and chemical
conditions in which they formed, including plate tectonic processes.
3d Students know why and how earthquakes occur and the scales used to measure their intensity and
magnitude.
3e Students know there are two kinds of volcanoes: one kind with violent eruptions producing steep
slopes and the other kind with voluminous lava flows producing gentle slopes.
9.0 The geology of California underlies the state's wealth of natural resources as well as its
natural hazards.
9a Students know the resources of major economic importance in California and their relation to
California's geology.
9b Students know the principal natural hazards in different California regions and the geologic
basis of those hazards.
9c Students know the importance of water to society, the origins of California’s fresh water, and
the relationship between supply and need.
Standards









Essential Standards
26
CALIFORNIA STANDARDS TEST
EARTH SCIENCES
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: EARTH SCIENCES
Earth’s Place in the Universe
1. Astronomy and planetary exploration reveal the solar system’s
structure, scale, and change over time. As a basis for understanding
this concept:
a. Students know how the differences and similarities among the sun, the
terrestrial planets, and the gas planets may have been established during
the formation of the solar system.
b. Students know the evidence from Earth and moon rocks indicates that the
solar system was formed from a nebular cloud of dust and gas
approximately 4.6 billion years ago.
c. Students know the evidence from geological studies of Earth and other
planets suggest that the early Earth was very different from Earth today.
d. Students know the evidence indicating that the planets are much closer to
Earth than the stars are.
e. Students know the Sun is a typical star and is powered by nuclear
reactions, primarily the fusion of hydrogen to form helium.
f. Students know the evidence for the dramatic effects that asteroid impacts
have had in shaping the surface of planets and their moons and in mass
extinctions of life on Earth.
g.*Students know the evidence for the existence of planets orbiting other
stars.
2. Earth-based and space-based astronomy reveal the structure, scale,
and changes in stars, galaxies, and the universe over time. As a
basis for understanding this concept:
a. Students know the solar system is located in an outer edge of the discshaped Milky Way galaxy, which spans 100,000 light years.
b. Students know galaxies are made of billions of stars and comprise most
of the visible mass of the universe.
c. Students know the evidence indicating that all elements with an atomic
number greater than that of lithium have been formed by nuclear fusion in
stars.
d. Students know that stars differ in their life cycles and that visual, radio,
and X-ray telescopes may be used to collect data that reveal those
differences.
e.*Students know accelerators boost subatomic particles to energy levels
that simulate conditions in the stars and in the early history of the
universe before stars formed.
f. *Students know the evidence indicating that the color, brightness, and
evolution of a star are determined by a balance between gravitational
collapse and nuclear fusion.
* Not assessed
** Alternate years
# of
Items
%
12
20.0%
7
1 or 2**
1
1 or 2**
1
1
1
NA*
5
1
1
1
2
NA*
NA*
27
© California Department of Education
CALIFORNIA STANDARDS TEST
EARTH SCIENCES
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: EARTH SCIENCES
g.*Students know how the red-shift from distant galaxies and the cosmic
background radiation provide evidence for the “big bang” model that
suggests that the universe has been expanding for 10 to 20 billion years.
Dynamic Earth Processes
3. Plate tectonics operating over geologic time has changed the
patterns of land, sea, and mountains on Earth’s surface. As the
basis for understanding this concept:
a. Students know features of the ocean floor (magnetic patterns, age, and
sea-floor topography) provide evidence of plate tectonics.
b. Students know the principal structures that form at the three different
kinds of plate boundaries.
c. Students know how to explain the properties of rocks based on the
physical and chemical conditions in which they formed, including plate
tectonic processes.
d. Students know why and how earthquakes occur and the scales used to
measure their intensity and magnitude.
e. Students know there are two kinds of volcanoes: one kind with violent
eruptions producing steep slopes and the other kind with voluminous lava
flows producing gentle slopes.
f.*Students know the explanation for the location and properties of
volcanoes that are due to hot spots and the explanation for those that are
due to subduction.
Energy in the Earth System
4. Energy enters the Earth system primarily as solar radiation and
eventually escapes as heat. As a basis for understanding this
concept:
a. Students know the relative amount of incoming solar energy compared
with Earth’s internal energy and the energy used by society.
b. Students know the fate of incoming solar radiation in terms of reflection,
absorption, and photosynthesis.
c. Students know the different atmospheric gases that absorb the Earth’s
thermal radiation and the mechanism and significance of the greenhouse
effect.
d.* Students know the differing greenhouse conditions on Earth, Mars, and
Venus; the origins of those conditions; and the climatic consequences of
each.
5. Heating of Earth’s surface and atmosphere by the sun drives
convection within the atmosphere and oceans, producing winds and
ocean currents. As a basis for understanding this concept:
a. Students know how differential heating of Earth results in circulation
patterns in the atmosphere and oceans that globally distribute the heat.
* Not assessed
** Alternate years
# of
Items
%
NA*
9
15.0%
1 or 2**
1 or 2**
2 or 3**
1 or 2**
1
NA*
18
30.0%
5
1 or 2**
1 or 2**
1 or 2**
NA*
8
2
28
© California Department of Education
CALIFORNIA STANDARDS TEST
EARTH SCIENCES
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: EARTH SCIENCES
a. Students know how differential heating of Earth results in circulation
patterns in the atmosphere and oceans that globally distribute the heat.
b. Students know the relationship between the rotation of Earth and the
circular motions of ocean currents and air in pressure centers.
b. Students know the relationship between the rotation of Earth and the
circular motions of ocean currents and air in pressure centers.
c. Students know the origin and effects of temperature inversions.
d. Students know properties of ocean water, such as temperature and
salinity, can be used to explain the layered structure of the oceans, the
generation of horizontal and vertical ocean currents, and the geographic
distribution of marine organisms.
e. Students know rain forests and deserts on Earth are distributed in bands
at specific latitudes.
f.* Students know the interaction of wind patterns, ocean currents, and
mountain ranges results in the global pattern of latitudinal bands of rain
forests and deserts.
g.* Students know features of the ENSO (El Niño southern oscillation) cycle
in terms of sea-surface and air temperature variations across the Pacific
and some climatic results of this cycle.
6. Climate is the long-term average of a region’s weather and depends
on many factors. As a basis for understanding this concept:
a. Students know weather (in the short run) and climate (in the long run)
involve the transfer of energy into and out of the atmosphere.
b. Students know the effects on climate of latitude, elevation, topography,
and proximity to large bodies of water and cold or warm ocean currents.
c. Students know how Earth’s climate has changed over time,
corresponding to changes in Earth’s geography, atmospheric
composition, and other factors, such as solar radiation and plate
movement.
d.* Students know how computer models are used to predict the effects of
the increase in greenhouse gases on climate for the planet as a whole
and for specific regions.
Biogeochemical Cycles
7. Each element on Earth moves among reservoirs, which exist in the
solid earth, in oceans, in the atmosphere, and within and among
organisms as part of biogeochemical cycles. As a basis for
understanding this concept:
a. Students know the carbon cycle of photosynthesis and respiration and the
nitrogen cycle.
* Not assessed
** Alternate years
# of
Items
%
2
1 or 2**
1 or 2**
1
2 or 3**
1
NA*
NA*
5
1
2
2
NA*
5
8.3%
2
29
© California Department of Education
CALIFORNIA STANDARDS TEST
EARTH SCIENCES
(Blueprint adopted by the State Board of Education 10/02)
CALIFORNIA CONTENT STANDARDS: EARTH SCIENCES
b. Students know the global carbon cycle: the different physical and
chemical forms of carbon in the atmosphere, oceans, biomass, fossil
fuels, and the movement of carbon among these reservoirs.
c. Students know the movement of matter among reservoirs is driven by
Earth’s internal and external sources of energy.
d.*Students know the relative residence times and flow characteristics of
carbon in and out of its different reservoirs.
# of
Items
2
1
NA*
Structure and Composition of the Atmosphere
8. Life has changed Earth’s atmosphere, and changes in the
atmosphere affect conditions for life. As a basis for understanding
this concept:
a. Students know the thermal structure and chemical composition of the
atmosphere.
b. Students know how the composition of Earth’s atmosphere has evolved
over geologic time and know the effect of outgassing, the variations of
carbon dioxide concentration, and the origin of atmospheric oxygen.
c. Students know the location of the ozone layer in the upper atmosphere,
its role in absorbing ultraviolet radiation, and the way in which this layer
varies both naturally and in response to human activities.
5
California Geology
9. The geology of California underlies the state’s wealth of natural
resources as well as its natural hazards. As a basis for
understanding this concept:
a. Students know the resources of major economic importance in California
and their relation to California’s geology.
b. Students know the principal natural hazards in different California regions
and the geologic basis of those hazards.
c. Students know the importance of water to society, the origins of
California’s fresh water, and the relationship between supply and need.
d.*Students know how to analyze published geologic hazard maps of
California and know how to use the map’s information to identify evidence
of geologic events of the past and predict geologic changes in the future.
5
* Not assessed
** Alternate years
%
8.3%
2
2
1
8.3%
1 or 2**
2 or 3**
1
NA*
30
© California Department of Education
EARTH SCIENCE BENCHMARK EXAMS AT A GLANCE
Benchmark Exam 1 Deadline: November 1, 2013
# of
Items
STD
3
2
3
2
2
3
2
2
2
4
2
2
1
1a
1b
1c
1d
1e
1f
2a
2b
2c
2d
I/E 1g
I/E 1i
I/E 1n
STANDARD
Differences/similarities, formation
Evidence for 4.6byo
Early Earth different
Planets closer than stars
Fusion powers the Sun
Impacts!
Milky Way
Galaxies
Elements made in stars
Life cycles/telescopes
Models and theories
Time and sequence
Mistakes in science
Benchmark Exam 2 Deadline: January 24, 2014
# of
Items
STD
4
3
1
2
3
4
4
2
1
1
2
8a
8b
8c
4a
4b
4c
5a
5b
5c
I/E 1c
I/E 1d
2
2
2
2
1a
1e
2a
2d
STANDARD
Composition and structure
Change over time
Ozone layer
Solar vs internal and used
Fate of solar radiation
Greenhouse effect
Differential heating creates convection
Coriolis effect
Inversions
Reasons for errors in data (differential heating data as example)
Explain using logic and evidence
Review
Differences/similarities, formation-review
Fusion powers the Sun-review
Milky Way-review
Life cycles/telescopes-review
31
EARTH SCIENCE VOCABULARY
INSTRUCTIONAL SEGMENT 1
Star
Galaxy
Planet
Milky way
Terrestrial planet Spiral
Gas planet
Elliptical
Solar system
Irregular
Nebula
Light year
Nebular hypothesis Gravity
Accretion
Dark matter
Impact
Ultraviolet light
Radioactive dating x-rays
Geological time Electromagnetic
scale
waves
Outgassing
Telescope
Density
Visible light
Atmosphere
Proto-star
Parallax
Red giant
Orbit
Supergiant
Photosynthesis
Supernova
Nuclear Fusion
Neutron star
Hydrogen
Black hole
Helium
White dwarf
Spectrum
Black dwarf
Spectral lines
H-R diagram
Elements
Life-cycle
Asteroid
Comet
Meteor
Extinction
Moon
Crater
INSTRUCTIONAL SEGMENT 2
Solar energy
Wavelength
Absorb
Reflect
Scatter
Air
Oxygen
Nitrogen
Carbon dioxide
Greenhouse effect
Radiation
Heat
Photosynthesis
Differential
Latitude
Circulation
Air pressure
Coriolis effect
Global winds
Cells
Convection
Temperature inversion
Water vapor
Latitude
Seasons
Direct vs indirect
INSTRUCTIONAL SEGMENT 3
Currents
Upwelling
Salinity
Gyre
Coriolis effect
Climate
Latitude
Longitude
Altitude/elevation
Topography
Rainshadow
INSTRUCTIONAL SEGMENT 4
Plate tectonics
Resource
Magnetic field
Petroleum
Reversals
Gold
Divergent
Agriculture
Convergent
Landslide
Transform
Liquefaction
Fault
Geological hazard
Subduction
Flood
Mountain range
Aqueduct
Volcano
Canal
Island arc
Dam
Weather
Proximity
Precipitation
Temperature
Photosynthesis
Respiration
Carbon
Nitrogen
Carbonate rocks
Fossil fuels
Biomass
Nitrogen fixation
Denitrification
Decomposers
Food chain
Reservoirs
Biogeochemical cycles
Rift valley
Groundwater
Trench
Aquifer
Earthquake
Mid-ocean ridge
Tsunami
Igneous
Metamorphic
Sedimentary
Weathering
Sedimentation
Erosion
Crystal
Pressure
Magnitude
Intensity
Richter scale
Mercalli scale
Moment magnitude scale
32
EARTH SCIENCE VOCABULARY IN SPANISH
INSTRUCTIONAL SEGMENT 1
Estrella
Galaxia
Planeta
Manera lechosa
Planeta terrestre Espiral
Planeta de gas
Elíptico
Sistema Solar
Irregular
Nebulosa
Año luz
Hipótesis Nebular Gravedad
Acrecentamiento Materia oscura
Impacto
Luz ultravioleta
Fechar radiactivo Rayos X
Escala de tiempo Ondas
geológico
electromagnéticas
Outgassing
Telescopio
Densidad
Luz visible
Atmósfera
Proto-estrella
Paralaje
Gigante rojo
Órbita
Gigantes de gas
Fotosíntesis
Supernova
Fusión nuclear
Estrella neutróna
Hidrógeno
Hoyo Negro
Helio
Enana blanca
Espectro
Enana negra
Líneas espectrales Diagrama H-R
Elementos
Ciclo de vida
Asteroide
Cometa
Meteoro
Extinción
Luna
Cráter
INSTRUCTIONAL SEGMENT 2
Energía solar
Longitud de onda
Absorber
Reflejar
Dispersar
Aire
Oxígeno
Nitrógeno
Bióxido de carbono
Efecto invernadero
Radiación
Calor
Fotosíntesis
Diferencial
Latitud
Circulación
Presión de aire
Efecto de Coriolis
Vientos globales
Células
Convección
Inversión de temperatura
Vapor de agua
Latitud
Estaciones
Directa en contra de indirecto
INSTRUCTIONAL SEGMENT 3
Corrientes
Upwelling
Salinidad
Giro
Efecto de Coriolis
Clima
Latitud
Longitud
Altitud/elevación
Topografía
Nimboestratos
INSTRUCTIONAL SEGMENT 4
Placa Tectónica
Recurso
Campo magnético
Petróleo
Revocaciones
Oro
Divergente
Agricultura
Convergente
Derrumbamiento
Transformar
Licuefacción
Falla
Peligro geológico
Subducción
Inundación
Cordillera de montaña Acueducto
Volcán
Canal
Arco de isla
Presa
Tiempo
Proximidad
Precipitación
Temperatura
Fotosíntesis
Respiración
Carbón
Nitrógeno
Rocas carbonadas
Combustibles fósiles
Biomasa
Fijación nitrógeno
Desnitrificación
Descomponedores
Cadena Alimenticia
Depósitos
Ciclos biogeoquímicos
Valle de grieta
Agua subterránea
Zanja
Acuífero
Terremoto
Dorsales oceanicas medias
Tsunami
Ígneo
Metamórfico
Sedimentario
Desgaste por acción atmosférica
Sedimentación
Erosión
Cristal
Presión
Magnitud
Intensidad
Escala de Richter
Escala de Mercalli
Escala de fuerza de magnitud
33
# CST
STD
Items
EARTH SCIENCE
PACING GUIDE 2013-2014
Textbook
INSTRUCTIONAL SEGMENT 1
Other Resources
# of
RTQ’s Days
VOCABULARY LIST 1
ASTRONOMY
Prior knowledge - Moon phases, night and day, seasons in 3rd grade;
Solar System in 5th grade; gravity, stars, and structure in 8th grade;
geologic time in 7th grade.
7
Astronomy and planetary exploration reveal the solar
1.0 system’s structure, scale, and change over time. As a
basis for understanding this concept:
1
1d
Students know the evidence indicating that the planets are
much closer to Earth than the stars are.
Misconceptions - Understanding the spatial and time scales is very
difficult. Students confuse the solar system, universe, and galaxy.
Students tend to take models and pictures literally. This can lead to great
misconceptions about scale if you don’t make clear what is accurate and
inaccurate about models. Many think the Solar System is the Universeso stars and galaxies are objects in the Solar System. Students confuse
the Big Bang with the formation of the solar system. Rotation and
revolution are confused (e.g. the Earth goes around the Sun once a day).
Moon phases are due to the shadow of Earth or clouds. If Earth is
spinning how come we don’t feel it? It is hard to understand that the Sun
is a star since it is clearly so unlike other stars.
Check out resources from fellow
teachers and add your own at:
http://psusdscienceresources.wikisp
aces.com/Earth+science-HS
pp. 670-671,
discover activity on 723
723-725
parallax simulation at:
This is the
http://www.astro.ubc.ca/~scharein/a
most concrete
311/Sim.html#Parallax
standard since
Use changing shadows (mark with
it deals with
chalk) to explore basic ideas about
15,16,17
what is
how Earth turns (is the Sun straight
observableup at Noon?). Use free planetarium
start here
software at www.stellarium.org to
before going
explore the different motions of
on to more
stars and planets.
abstract ideas.
34
# CST
STD
Items
EARTH SCIENCE
PACING GUIDE 2013-2014
Textbook
When an observation does not agree with an accepted
I/E scientific theory, the observation is sometimes mistaken or
1n fraudulent (e.g., the Ptolemaic model of the movement of
the Sun, Moon, and planets).
Analyze the locations, sequences, or time intervals that are
I/E characteristic of natural phenomena (e.g., locations of
1i planets over time)
1.5
1a
Students know how the differences and similarities among
the sun, the terrestrial planets, and the gas planets may
have been established during the formation of the solar
system.
1
1b
Students know the evidence from Earth and moon rocks
indicates that the solar system was formed from a nebular
cloud of dust and gas approximately 4.6 billion years ago.
1.5
1c
Students know the evidence from geological studies of
Earth and other planets suggest that the early Earth was
very different from Earth today. (this standard does not
include continental drift)
1
1e
Students know the Sun is a typical star and is powered by
nuclear reactions, primarily the fusion of hydrogen to
form helium.
1
1f
Students know the evidence for the dramatic effects that
asteroid impacts have had in shaping the surface of planets
and their moons and in mass extinctions of life on Earth.
Other Resources
# of
RTQ’s Days
Free software at:
www.stellarium.org
pp 743-744,
Ch. 20.3, 20.4
pp 660, 663,
Ch 9.3
Nova Origins
(ask librarian to order it).
Many more great resources at:
http://psusdscienceresources.wikispa
ces.com/Astronomy
Nova Origins
Great stuff at;
http://psusdscienceresources.wikisp
aces.com/Astronomy
8,9,10
11,12,13
pp 308-309,
Geologic time
scale goes well
here, Ch 9.4
and 9.5- a brief
intro herereturn to it in
other units
Nova Origins
pennies in a shoebox activity at
http://students.ed.uiuc.edu/swires/C
AP/halflife.htm
14
pp. 676-677
(top section
only)
fusion simulation at:
http://www.astro.ubc.ca/~scharein/a3
11/Sim.html
(Can change conditions like density
and temperature. Make and test
predictions for inquiry)
18.19
pp. 702-703,
pp. 318-319
http://psusdscienceresources.wikisp
aces.com/Astronomy
20
35
# CST
STD
Items
5
1
EARTH SCIENCE
PACING GUIDE 2013-2014
Earth-based and space-based astronomy reveal the
2.0 structure, scale, and changes in stars, galaxies, and the
universe over time.
Students know the solar system is located in an outer edge
2a of the disc-shaped Milky Way galaxy, which spans
100,000 light years.
1
2b
Students know galaxies are made of billions of stars and
comprise most of the visible mass of the universe.
1
2c
Students know the evidence indicating that all elements with
an atomic number greater than that of lithium have been
formed by nuclear fusion in stars.
Textbook
Other Resources
# of
RTQ’s Days
http://psusdscienceresources.wikisp
aces.com/Astronomy
pg. 739
21
Holes in the ceiling activity at;
http://psusdscienceresources.wikisp
aces.com/Astronomy
pp. 719-720
The evidence for this is beyond a
(these pages only high school level. Concentrate on
address part of
students knowing that heavy
this standard)
elements are created in stars.
pp. 739-740
none
22,23
I/E Recognize the usefulness and limitations of models and
1g theories as scientific representations of reality.
2
2d
Students know that stars differ in their life cycles and that
visual, radio, and X-ray telescopes may be used to collect
data that reveal those differences.
Ch 21.1, 21.2,
21.3
Nova Origins
World Wide telescope at
http://www.worldwidetelescope.org
/Home.aspx
Multiwavelength Milky Way at:
http://mwmw.gsfc.nasa.gov/
24,25,26,
27
Borrow different Solar and
nighttime telescopes from Ed.
Services- call Pete at 902-7768
0
2g
Students know how the red-shift from distant galaxies and
the cosmic background radiation provide evidence for the
“big bang” model that suggests that the universe has been
expanding for 10 to 20 billion years. Optional
Ch 21.5
BENCHMARK EXAM #1 DUE DATE – NOVEMBER 1, 2013
Nova Origins
none
VOCABULARY LIST 1
BENCHMARK EXAM 1 DATA ANALYSIS AND INTERVENTIONS
36
# CST
STD
Items
EARTH SCIENCE
PACING GUIDE 2013-2014
Textbook
INSTRUCTIONAL SEGMENT 2
Other Resources
# of
RTQ’s Days
VOCABULARY LIST 2
STRUCTURE AND COMPOSITION OF THE ATMOSPHERE
Prior knowledge - the atmosphere is introduced in 5th grade
5
8.0
Life has changed Earth’s atmosphere, and changes in the
atmosphere affect conditions for life.
2
8a
Students know the thermal structure and chemical
composition of the atmosphere.
1
5c
Students know the origin and effects of temperature
inversions.
8b
Students know how the composition of Earth’s atmosphere
has evolved over geologic time and know the effect of
outgassing, the variations of carbon dioxide concentration,
and the origin of atmospheric oxygen.
2
Misconceptions - the whole idea of air pressure is very difficult to
comprehend since we don’t “feel it”. Air is not “real.” Air pressure
pushes down. It gets hotter as you go up because you are closer to the
sun. Air and oxygen are the same thing.
pp. 308-309
Ch 15.1, pp
509-510, 512514, 15.4
pg. 506
pp. 308-309
Nova Origins
Joe Kittenger video
Kathy’s density activity
fun with vacuum pumps and bell
jars- boil water at room
temperature, make a marshmallow
inflate. Also possible with syringes
with a sealed tip.
Graphing activity at
http://www.geosociety.org/educate/
LessonPlans/Layers_of_Atmospher
e.pdf
A ridiculously insignificant
standard- best taught as an
exception to the normal pattern
described in standard 8a
Nova Origins
More at:
http://psusdscienceresources.wikisp
aces.com/Climate%2C+Oceans%2
C+Atmosphere
82,85
62,63
83,86,87,
88
37
# CST
STD
Items
1
8c
EARTH SCIENCE
PACING GUIDE 2013-2014
Students know the location of the ozone layer in the upper
atmosphere, its role in absorbing ultraviolet radiation, and
the way in which this layer varies both naturally and in
response to human activities.
Textbook
Other Resources
pp. 516-517,
625-626
UV bead activity and more at:
http://psusdscienceresources.wikisp
aces.com/Earth+science-HS
# of
RTQ’s Days
84,89
ENERGY IN EARTH’S SYSTEM
Prior knowledge - the 6th grade standards hit this hard - conduction,
convection, and radiation as they apply to Earth.
5
1.5
1.5
1.5
4.0
Energy enters the Earth system primarily as solar
radiation and eventually escapes as heat.
4a
Students know the relative amount of incoming solar energy
compared with Earth’s internal energy and the energy used
by society.
4b
Students know the fate of incoming solar radiation in
terms of reflection, absorption, and photosynthesis.
4c
Students know the different atmospheric gases that
absorb the Earth’s thermal radiation and the mechanism
and significance of the greenhouse effect.
Misconceptions - students are not clear on the Sun driving weather
(how can the Sun’s heat make snow storms?) They may alternatively
think the Sun is the only source of Earth’s energy. Seasons are caused
by Earth being closer and farther from the Sun. Because water is “cold”,
students have a hard time understanding that oceans are heat sinks that
drive most weather and climate.
Dr Art’s Guide to Planet Earth or Dr.
Art’s Guide to Science by Dr. Art
Ch 16.1
Sussman
(ask your librarian to order it if your
school doesn’t have it)
Dr Art above gives clear numbers
that your text does not.
Ch 16.1
pp. 529, 623624, 686
Dr Art
http://psusdscienceresources.wikispa
ces.com/Climate%2C+Oceans%2C+
Atmosphere
Dr Art
Greenhouse gas lab at:
http://psusdscienceresources.wikisp
aces.com/Climate%2C+Oceans%2
C+Atmosphere
49,50
51,52
53,54,55
38
# CST
STD
Items
8
EARTH SCIENCE
PACING GUIDE 2013-2014
Textbook
Lava lamps are a great example of
convection!
Labs involving taking temperatures
are notorious for generating errors
in data.
I/E Identify possible reasons for inconsistent results, such as
1c sources of error or uncontrolled conditions.
2
1.5
5b
Students know the relationship between the rotation of Earth
and the circular motions of ocean currents and air in pressure
centers.- only air- oceans in segment 3
# of
RTQ’s Days
Convection can be modeled with
hot and cold water with food
coloring in a tank or beaker.
Heating of Earth’s surface and atmosphere by the sun
drives convection within the atmosphere and oceans,
5.0
producing winds and ocean currents. Wind only in this
segment-oceans in segment 3
I/E Formulate explanations by using logic and evidence.
1d
Students know how differential heating of Earth results in
circulation patterns in the atmosphere and oceans that
5a
globally distribute the heat. Only atmosphere-ocean
currents in Segment 3.
Other Resources
Ch 16.2, 16.3
pg. 541
BENCHMARK EXAM #2 DUE DATE – JANUARY 24, 2014
“Heating Earth’s Surface” on pg.30 Do outside-convert to inquiry.
KidWind competition
Discover activity on pg. 536.
This is not technically the correct
way to understand the Coriolis
Effect, but it will work for students.
56,57
59,60,61
VOCABULARY LIST 2
BENCHMARK EXAM 2 DATA ANALYSIS AND INTERVENTIONS
39
# CST
STD
Items
EARTH SCIENCE
PACING GUIDE 2013-2014
Textbook
INSTRUCTIONAL SEGMENT 3
Other Resources
# of
RTQ’s Days
VOCABULARY LIST 3
Please Note: Plate Tectonics from Instructional Segment 4 MUST be completed before the
administration of the actual CST.
OCEANOGRAPHY
Prior knowledge - Some info about beaches in 6thgrade. Some have
been to the ocean.
8
Misconceptions - Many students have never been to the ocean. Oceans
are unimportant compared to land. Because water is “cold”, students
have a hard time understanding that oceans are heat sinks that drive
most weather and climate.
Heating of Earth’s surface and atmosphere by the sun
drives convection within the atmosphere and oceans,
5.0
producing winds and ocean currents. –only oceans in
Instructional Segment 3
2
5a
Students know how differential heating of Earth results in
circulation patterns in the atmosphere and oceans that
globally distribute the heat.
Pp 446-450
Ocean Drifters National
Geographic movie. (First 10
minutes).
Use laminated world maps to map
currents- For example-what
currents would you take to travel
from California to India?
1.5
5b
Students know the relationship between the rotation of Earth
and the circular motions of ocean currents and air in pressure
centers.
pg. 541
Discover activity on pg. 536
58
None
40
# CST
STD
Items
2.5
5d
EARTH SCIENCE
PACING GUIDE 2013-2014
Students know properties of ocean water, such as
temperature and salinity, can be used to explain the
layered structure of the oceans, the generation of
horizontal and vertical ocean currents, and the
geographic distribution of marine organisms.
Textbook
Other Resources
pp. 448-450, Ch
13.3, 14.2, 14.3These pages give
too much
information; you
can overdo this
standard if you’re
not careful. It
does not require
a complete
survey of
oceanography.
Colored water can show movement
of hot/cold water or salty/fresh use
tubes like the convection tubes at:
http://psusdscienceresources.wikisp
aces.com/Climate%2C+Oceans%2
C+Atmosphere
# of
RTQ’s Days
64
CLIMATE
Prior knowledge - 6th grade introduces climate, weather is taught in 1st
and 5thgrades.
1
5e
5
6.0
1
6a
2
6b
Students know rain forests and deserts on Earth are
distributed in bands at specific latitudes.
Climate is the long-term average of a region’s weather
and depends on many factors.
Students know weather (in the short run) and climate (in
the long run) involve the transfer of energy into and out
of the atmosphere.
Students know the effects on climate of latitude, elevation,
topography, and proximity to large bodies of water and
cold or warm ocean currents.
Misconceptions - Climate and weather are the same. Global Warming
is a hoax.
Start with maps showing regions
and let students look for the
pp. 597, 543
patterns.
(ascending and
More at:
65,66
descending
http://psusdscienceresources.wikisp
air), 608
aces.com/Climate%2C+Oceans%2
C+Atmosphere
pg. 596
Ch 16.1, 533
(bottom only)535
Dr. Art
67,68
pp. 597-601
Rainshadow is important here.
Check out:
http://psusdscienceresources.wikisp
aces.com/Climate%2C+Oceans%2
C+Atmosphere
69,70,71
41
# CST
STD
Items
2
EARTH SCIENCE
PACING GUIDE 2013-2014
Students know how Earth’s climate has changed over time,
corresponding to changes in Earth’s geography, atmospheric
6c
composition, and other factors, such as solar radiation and
plate movement.
Analyze situations and solve problems that require
I/E combining and applying concepts from more than one area
1l of science.
Textbook
Other Resources
pp. 618-622,
623-625
An Inconvenient Truth
Add to the geological timeline you
set up in astronomy unit
# of
RTQ’s Days
72,73,74
Evidence of climate change is a
great example of many different
sciences coming together.
BIOGEOCHEMICAL CYCLES
th
th
th
th
Prior knowledge - photosynthesis is hit in 4 , 5 , 6 , and 7 grades.
Carbon chemistry is introduced in 8th grade.
5
2
Each element on Earth moves among reservoirs, which
exist in the solid earth, in oceans, in the atmosphere, and
7.0
within and among organisms as part of biogeochemical
cycles.
Students know the carbon cycle of photosynthesis and
7a
respiration and the nitrogen cycle.
2
7b
Students know the global carbon cycle: the different
physical and chemical forms of carbon in the
atmosphere, oceans, biomass, fossil fuels, and the
movement of carbon among these reservoirs.
1
7c
Students know the movement of matter among reservoirs is
driven by Earth’s internal and external sources of energy.
Misconceptions - students have learned about photosynthesis and food
webs from the point of view of energy, but teachers tend to forget about
carbon. Carbonate rocks are often ignored (even by those who wrote the
standards) even though this is the largest carbon reservoir.
Dr. Art
Biology Text
Dr. Art
Biology Text
Dr. Art; Check out Rich Magner’s
dice game at:
http://psusdscienceresources.wikisp
aces.com/Climate%2C+Oceans%2
C+Atmosphere
Dr. Art does a great job of
explaining this
75,76
77,78,79
80,81
Please Note: Plate Tectonics from Instructional Segment 4 MUST be completed before the
administration of the actual CST.
CST MIRROR TEST DEADLINE: March 21, 2014
CST MIRROR TEST DATA ANALYSIS AND INTERVENTIONS
42
# CST
STD
Items
EARTH SCIENCE
PACING GUIDE 2013-2014
Textbook
INSTRUCTIONAL SEGMENT 4
Other Resources
# of
RTQ’s Days
VOCABULARY LIST 4
PLEASE NOTE: CST ADMINISTRATION FALLS DURING THIS INSTRUCTIONAL SEGMENT. PLEASE
TEACH PLATE TECTONICS BEFORE THE ADMINISTRATION OF THE CST.
PLATE TECTONICS
Prior knowledge - rocks and minerals in 2nd grade; rock cycle in 4th
grade; plate tectonics extensively in 6th grade, briefly in 7th grade.
Students are probably aware of the San Andreas fault.
9
1.5
1.5
2.5
Plate tectonics operating over geologic time has changed
3.0 the patterns of land, sea, and mountains on Earth’s
surface.
Students know features of the ocean floor (magnetic patterns,
3a age, and sea-floor topography) provide evidence of plate
tectonics.
3b
Students know the principal structures that form at the
three different kinds of plate boundaries.
3c
Students know how to explain the properties of rocks
based on the physical and chemical conditions in which
they formed, including plate tectonic processes.
Misconceptions - Students have a hard time with slow geological
change. They often imagine events as happening quickly (even if a long
time ago). They will tend to favor catastrophic explanations over
gradual ones.
Ch 4.3
pp. 123-127
Tons of great ideas at:
http://psusdscienceresources.wikisp
aces.com/Geology
pp. 128- 129,
http://psusdscienceresources.wikisp
134-136,
aces.com/Geology
178-181
Ch 3- Remember
to connect the
rock cycle to
plate tectonicsuplift leads to
erosion,
http://psusdscienceresources.wikisp
sedimentary
aces.com/Geology
rocks form in
basins,
subduction
creates heat and
pressure.
28,29
30,31,32
33,34,35
43
# CST
STD
Items
1.5
1
EARTH SCIENCE
PACING GUIDE 2013-2014
3d
Students know why and how earthquakes occur and the
scales used to measure their intensity and magnitude.
3e
Students know there are two (Three?) kinds of volcanoes:
one kind with violent eruptions producing steep slopes and
the other kind with voluminous lava flows producing gentle
slopes.
# of
RTQ’s Days
Textbook
Other Resources
Ch 5.2
http://earthquake.usgs.gov/ has
huge amounts of info and real time
data. “Did you feel it” is a great
resource for Mercalli scale. Have
students plot recent or historical
earthquakes on maps.
Shake table competition. – borrow
shake table from Pete (760)9027768
36,37,38
Ch 6.2, pp.
193-194
http://www.volcano.si.edu/reports/u
sgs/- real time volcano data
39
CST REVIEW AND ADMINISTRATION
CALIFORNIA GEOLOGY
Prior knowledge - a little about resources in 6th grade
5
1.5
9.0
9a
Misconceptions - Everything comes from a factory. There are no
consequences to consumption and waste. The Coachella valley has
“magic” infinite groundwater. Our drinking water comes from the
Ocean.
The geology of California underlies the state’s wealth of
natural resources as well as its natural hazards
Students know the resources of major economic importance
in California and their relation to California’s geology.
Pp 62-63, 7.3,
Ch 10.1, 10.2
(not CA
specific)
Lots of good stuff at:
http://psusdscienceresources.wikisp
aces.com/California+geology+and+
resources
40,41,42
44
# CST
STD
Items
2.5
1
9b
9c
EARTH SCIENCE
PACING GUIDE 2013-2014
Students know the principal natural hazards in different
California regions and the geologic basis of those
hazards.
Students know the importance of water to society, the
origins of California’s fresh water, and the relationship
between supply and need.
# of
Textbook
Other Resources
RTQ’s Days
pp. 247-248,
191-192,
Ch 5.3, 5.4,
Ch 17.3
(not CA
specific)
Seismic hazard maps
43,44,45
Ch 11.1, Ch
11.3
(not CA
specific)
Teachers in DHS can get a free
“Groundwater and You” newspaper
for every student from the MSWD
Groundwater Guardians
More at:
http://psusdscienceresources.wikisp
aces.com/California+geology+and+
resources
46,47,48
SITE-BASED END OF YEAR ASSESSMENTS/PROJECTS CLOSING DATE: JUNE 13, 2014
END OF YEAR DATA ANALYSIS
45