New York State Physical Setting/Earth Science

Core Curriculum

correlated to

Correlated by Nancy Spaulding, Author

1/20022003

McDougal LittellA HOUGHTON MIFFLIN COMPANY

CORRELATION BETWEEN

PHYSICAL SETTING/EARTH SCIENCECORE CURRICULUM

AND

EARTH SCIENCE© 2003

BY SPAULDING AND NAMOWITZ

The pages that follow contain a correlation between the 2003 edition of Earth Science and the Key Ideas in the New York State“Physical Setting/Earth Science Core Curriculum.” Each page of the correlation contains the chapters for a single unit of the textbook.Topics within each chapter appear in the column below the chapter number and title. For each topic with a specific correlation to theCore Curriculum, the number of the Standard and the Key Idea from the core are indicated. Such topics are also shaded. Thus theshaded blocks within each chapter column indicate the minimum amount of material to be covered from the textbook to meet therequirements of the Core Curriculum. For easy reference, the Key Ideas from Standards 1, 2, 6, and 7 (the process skills standards)and the Major Understandings within each Key Idea in Standard 4 (the content standard) are included on the pages following thecorrelation.

1.1: Past Perc/New Issues 2.1: 3.1:A New 6:1 The ModelingView of Earth System Science Scientists theEarth 6:2 Mind Planet

What is a System? Scientific Thinking Latitude and Longitude6:2 1:S1,S2,S3 4:1.1c

Planetary System 2.2: Scientific Inquiry Map Scales4:2 Intro/6:2 Scien- 1:S1,S2,S3 4:2.1q

Nature/Human Policy tific Peer Review6:6 Methods 1:S2,S3

1.2: The Atmosphere of Testing Ideas 3.2:Earth 4:2 Intro Inquiry 1:S2.S3 Map-System's The Geosphere Theories and Laws makingFour 4:3 Intro 1:S1 and Spheres The Hydrosphere 2.3: Tech-

4:2 Intro Scien- nologyThe Biosphere tists'

2:1 ToolsSphere Interactions

4:2 IntroInteractions/Change 3.3: Topographic Maps

4:2 Intro Topo- 4:2.1q1.3: The Water Cycle graphic Map SymbolsCycles 4:1.2g Maps 4:2.1qand the The Carbon Cycle Using Topo MapsEarth 6:5 4:2.1q

The Energy Cycle4:2 Intro

Thermodynamics1:T1/4:2 Intro, 2:1b

Earth's Surface Effects 4:3.2b4:2.2a

Human Activity/Cycles Standard:Key Idea4:2 Intro

Earth/Ocean Tools

Sky/Star Tools

Tools with Many Uses

Map Projections

Satellite Technology

Computer Technology

New Ways

Map Orientation

Past Cartography

Mapmaking Today

Three Scientists

Different Lives

UNIT 1: INVESTIGATING EARTHCHAPTER 1

EARTH AS A SYSTEMCHAPTER 2

NATURE OF SCIENCECHAPTER 3

MODELS OF EARTH

Maps

4.1: Origin of Solar System 5.1: 6.1: What is a Rock? 7.1: Renewable/NonrenewEarth's 4:1.2c Matter How 4:3 Intro, 3.1c Mineral 7:1Forma- Earth's Size and Shape and Structure Rocks The Rock Cycle Re- Earth's Mineralstion 4:1.1e, 1.1i, 1.2c Atoms of the Atom Form 4:2.1m, 3.1c sources 4:3.1a, 3.1c/ 7:1

Earth's Interior 6.2: Igneous Rock Formation Supply and Demand4:2.1j, 2.1l Igneous 4:1.2j, 2.1m, 3.1b, 3.1c 4:3.1a, 3.1c/ 7:1Earth's Heat Rocks Igneous Rx Descriptions 7.2: Nonrenewable Energy

4:2.1a 4:1.2j, 3.1b, 3.1c/ 6:2 Energy 4:3.1a, 3.1c/ 7:1Earth's Magnetic Field 5.2: What is a Mineral? Igneous Re- Renewable Resources

4:2.1n Mineral 4:3 Intro Intrusions sources 1:T1/ 6:64.2: Evidence for Rotation Comp How Minerals Form 6.3: Sed Rock Formation 7.3: Risks/DisadvantagesEarth's 4:1.1e and 4:3.1b Sed 4:2.1w, 3.1b, 3.1c Envi- 1:T1/ 6:6Rota- Axis/Rate of Rotation Struct Structure of Minerals Rocks Sedimentary Rock ronment Wise Use of Resourcestion 4:1.1d, 1.1f 4:3.1a/ 6:2 Features Issues 1:T1: 6:6

Effects of Rotation 5.3: Rock-Forming Mins 6.4: Metamorphic Processes4:1.1c, 1.1d Mineral 4:3.1c Meta 4:2.1m, 3.1b, 3.1c

4.3: Evidence for Revolution ID Mineral ID by Inspection Rocks Meta Rock DescriptionsEarth's 4:1.1g 4:3.1a/ 6:2 4:3.1b, 3.1c/ 6:2Revolu- Path/Rate Revolution Mineral Teststion 4:1.1f, 1.1h 4:3.1a/ 6:2

Revolution and Tilt Special Properties4:1.1f, 1.1h 4:3.1a/ 6:2

5.4: Major SilicatesMineral 4:3.1aGroups Carbonates 4:3.1b

4:3.1aOxides and Sulfides Standard:Key Idea

4:3.1a

UNIT 2: EARTH'S MATTERCHAPTER 4

EARTH STRUCTURE/MOTIONCHAPTER 5

ATOMS/MINERALSCHAPTER 6

ROCKSCHAPTER 7

RESOURCE/ENVIRON

Classifying Atoms

Bonding of Atoms

Matter

8.1: Early Ideas/Plate Motion 9.1: Magma Formation 10.1: Causes of Earthquakes 11.1: Mountain BeltsWhat is 4:2.1o How and 4:2.1m, 3.1b How and 4:2 Intro, 2.1l Where 4:2.1lPlate Tec- Theory of Plate Tectonics Where At Subduction Boundaries Where Body Waves Mts Continental Marginstonics? 4:2 Intro, 2.1k, 2.1l, 2.1n Volcan- 4:2.1l, 2.1m Earth- 4:2.1j Form 4:2.1l, 2.1m, 2.1w8.2: Divergent Boundaries oes At Divergent Boundaries quakes 11.2: Types of StressTypes of 4:2.1l, 2.1n Form 4:2.1l, 2.1m Occur How Mts 4:2.1l, 2.1nPlate Convergent Boundaries Over Hot Spots 10.2: Seismographs Form FoldsBound- 4:2.1l, 2.1n 4:2.1n Locating 4:2.1j 4:2.1naries Transform Boundaries 9.2: Types of Magma and Interpreting Seismograms Faults

4:2.1l Magma 4:2.1m Measur- 4:2.1j 4:2.1n8.3: Mantle Convection and ing Locating an EpicenterCauses 4:2.1k Erupted Earth- 1:M3/ 4:2.1jof Plate Ridge Push Material quakes Earthquake Magnitude 11.3: Folded MountainsMove- 4:2.1k 4:2.1j Types of 4:2.1nment Slab Pull 9.3: 10.3: Earthquake Damage Moun-

4:2.1k Volcanic Earth- 2:3/ 4:2.1l tains8.4: Reconstructing the Past Land- quake Preventing Damage Volcanic MountainsPlate 4:2.1o forms Hazards 2:3/ 4:2.1l 4:2.1nMovement Pangaea Earthquake Risk Fault-Block Mountainsand 4:2.1o 2:3/ 4:2.1l 4:2.1nContin- Predicting Earthquakesental 2:3/ 4:2.1lGrowth 9.4: 10.4: The Shadow Zone

Extra- Studying 4:2.1jTerres- Earth's The Mohotrial Interior 4:2.1jVolcan- The Transition Zone 4:3.2boes 4:2.1j

Standard:Key Idea

Joints

Dome Mountains

Horsts and Grabens

UNIT 3: DYNAMIC EARTHCHAPTER 8

PLATE TECTONICSCHAPTER 9VOLCANOES

CHAPTER 10EARTHQUAKES

CHAPTER 11MOUNTAIN BUILDING

Continental Growth

Sources of Growth Material

Lava Flows

Ash and Rock Fragments

Shield Volcanoes

Composite Volcanoes

Calderas

The Moon

Mars

Venus

Io

Surface Waves

Cinder Cones

12.1: Mechanical Weath 13.1: River Systems 14.1: Porosity 15.1: Where Glaciers Form 16.1: Windblown Rock MatWeath- 4:2.1s Streams 4:2.1r, 2.1u Water 4:1.2g What is 4:2.1u Wind 4:2.1t, 2.1uering Chemical Weathering & Rivers Characteristics in the Permeability a How Glaciers Form and Deflation

4:2.1s 1:M2/ 4:2.1u Ground 4:1.2g Glacier? 4:2.1u Change 4:2.1t, 2.1uRates of Weathering 3.2: Stream Erosion The Water Table Types of Glaciers Abrasion

4:2.1r, 2.1s Stream 4:2.1u 4:1.2g 4:2.1u 4:2.1t, 2.1u12.2: How Soil Forms Erosion Stream Transportation Wells and Springs 15.2: How Glaciers Move LoessSoil 4:2.1s and 1:M2/ 4:2.1t, 2.1u 4:1.2g Glacier 4:2.1u 4:2.1t, 2.1u, 2.1v

Soil Composition Deposi- Stream Deposition Artesian Formations Move- How Glaciers Erode Sand Dunes4:2.1s tion 4:2.1t, 2.1u, 2.1v 4:1.2g ment & 4:2.1u 4:2.1t, 2.1u, 2.1v

12.3: Mass Movements Deposition Features Hot Springs, Geysers Erosion Effects of Erosion 16.2: Winds and WavesMass 4:2.1t, 2.1u 4:2.1u, 2.1v 4:1.2g 2:2/ 4:2.1t, 2.1u Waves 4:2.2bMove. & Erosion & Landforms 13.3: Canyons/V-valleys 14.2: Water Budgets 15.3: Moraines/Drumlins in theErosion 4:2.1t River 4:2.1u Conser 4:1.2g Glacial 4:2.1t, 2.1u, 2.1v Sea12.4: Valleys Rapids and Ground Grdwater Conservat Depos- Outwash Plains/Esker Wave MotionSoil as Waterfalls Water 1:T1/ 6:6 its 4:2.1t, 2.1u, 2.1v 4:2.1ua Re- Erosion/Soil Conser 13.4: Floodplain Features 14.3: Mins in Groundwater Kames and Kettles Wave Refractionsource 4:2.1t/ 6:6 Flood- 4:2.1u, 2.1v Ground 4:1.2g 4:2.1t, 2.1u, 2.1v 4:2.1u

plains & Floods Water Grd Mineral Deposits Deposits and Lakes BreakersFloods 2:3/ 4:2.1u,/ 6:1 and 4:2.1t, 3.1b 4:2.1t, 2.1u 4:2.1u

Flood Prevention Geology Mineral Springs 15.4: Periods of Glaciation Shoreline Currents2:3/ 4:2.1t, 2.1u/ 7:2 4:1.2g Ice Ages 4:2 Intro 4:2.1u

Caverns Evidences/Ice Ages 16.3: Waves and Erosion4:2.1t 4:2.1t, 2.1u Shore- 4:2.1t, 2.1u

Karst Topography Causes of Ice Ages line Beaches4:2.1t 4:2 Intro Features 4:2.1t, 2.1u

4:3.2b The Great Lakes Sandbars4:2.1t, 2.1u 4:2.1t, 2.1u

Standard:Key Idea Types of Shorelines4:2.1t, 2.1u

UNIT 4: EARTH'S CHANGING SURFACECHAPTER 14

GROUNDWATERCHAPTER 15

GLACIERSCHAPTER 12

WEATHERING, SOIL, EROSIONCHAPTER 13

Soil Fertility

Features of Waves

SURFACE WATERCHAPTER 16

WIND, WAVES, AND EROSION

17.1: Composition of Atmos 18.1: Char of Water 19.1: What is Air Pressure? 20.1: Air Mass Origin 21.1: Temp & PrecipsAtmos- 4:1.2e, 1.2h Humidity 4:1.2g Air 4:2.1c, 2.1d Air 4:2.1h/ 6:5 What is 4:2.2cphere in Recycling Atmos Mats and Con- Humidity Pressure Air Pressure Changes Masses/ Types of Air Masses Climate? Climate ControlsBalance 6:4 densa- 4:2.1c, 2.1d, 2.1e and 4:2.1e, 2.1g Weather 4:2.1h 4:2.2c

Delicate Balance tion Condensation Winds What Makes Wind? 20.2: What is a Front? 21.2: Polar Climates6:4, 5 4:2.1c 4:2.1d, 2.1e, 2.1g Fronts 4:2.1g, 2.1h/ 6:5 Climate 4:2.2c

17.2: Heat and Atmosphere 18.2: Types of Clouds 19.2: The Coriolis Effect and Lows Kinds of Fronts Zones Dry ClimatesHow 4:2 Intro, 2.2b Clouds 4:2.1f Factors 4:1.1e 4:2.1g, 2.1h 4:2.2cHeat Heat/Temperature Cloud Formation Affecting Friction Mid-Latitude Lows Humid Tropical ClimEnergy 4:2.1c 4:2.1f Wind 4:2.1h 4:2.1h 4:2.2cMoves Structure/Atmosphere 18.3: How Precips Form 19.3: Effects of Rotation 20.3: Thunderstorms Moist Mid-Latitudes

4:2.1g Precipi- 4:2.1c Global 4:1.1e, 2.1i, 2.2a Thunder 4:2.1f, 2.1h/ 7:2 4:2.2cInsolation/Atmos tation Measuring Precips Wind Wind & Press Belts storms & Tornadoes Highlands

4:2.2a 4:2.1d Patterns 4:1.1e, 2.1i, 2.2a Tornado 2:3/ 4:2.1h/ 7:2 4:2.2c17.3: Intensity of Insolation Where Precips Occur 19.4: Eff of Season & Cont Watches & Warnings 21.3: Causes of ChangeLocal 4:2.2a 4:2.1h Local & 4:2.1i 2:3/ 7:2 Climate 4:2.1o, 2.2dTempera- Heating Water & Land Weather Modification Land Local Winds 20.4: Hurricanes Change Human Effectsture 4:2.2a 1:T1/7:1 Winds 4:2.2a, 2.2b Hurrica 2:3/ 4:2.1h, 2.1i/7:2 4:2.2d/ 6:6Variations Temperature Maps & Winter Winter Storms Measuring Change

4:2.1g, 2.2c/ 6:2 Storms 2:3/ 7:2 4:1.2j17.4: Common Air Polluts 20.5: Gathering DataHuman 1:M3/ 6:6 Fore- 4:2.1dImpact on Acid Rain casting Station ModelAtmos- 4:2.1c, 2.2d Weather 4:2.1gphere Smog Surface Weath Maps 4:3.2b

1:T1/ 4:2.2d 4:2.1gOzone Depletion Forecasting Standard:Key Idea

1:T1/ 4:2.2d 2:1Global Warming

6:6

CLIMATE/CLIMATE CHANGE

UNIT 5: ATMOSPHERE AND WEATHER

ATMOSPHERE IN MOTIONCHAPTER 17ATMOSPHERE

CHAPTER 18WATER IN THE ATMOSPHERE

CHAPTER 19 CHAPTER 20WEATHER

CHAPTER 21

22.1: 23.1: 24.1: Currents and WindsOcean- Studying Surface 4:2.1i, 2.2bography the Ocean Currents Warm Currents

Floor 4:2.2b22.2: Cold CurrentsProperties 4:2.2bof Water

23.2:Contin-

22.3: ental Active/Passive Margins 24.2:Properties Margin 4:2.1m, 2.1n, 2.1w Currentsof Ocean Under theWater Surface22.4: 23.4: 24.3: The Moon and TidesOcean The Tides 4:1.1a, 1.1i/ 6:5Life Ocean Deep-Sea Trenches Sun's Effect on Tides

Basin 4:2.1l, 2.1m, 2.1n 4:1.1a, 1.1i/ 6:5Deep-Ocean Vents Tidal Range4:2.1l, 2.1m, 2.1n 4:1.1a, 1.1i/ 6.5Mid-Ocean Ridges4:2.1l, 2.1m, 2.1n

23.5: 4:3.2bOcean Floor Standard:Key IdeaSediments

CHAPTER 24THE MOVING OCEAN

UNIT 6: EARTH'S OCEANSCHAPTER 22

THE WATER PLANETCHAPTER 23

THE OCEAN FLOOR

Salinity

Temperature Profile

Marine Plant Life

Oceanography Beginnings

Modern Ocean Research

Density of Water

Polarity of Water

Marine Animal Life

Deep Ocean Life

Echo Sounding

Sediment Sampling

Satellite Observations

Ocean Floor Maps

Parts of Continental Margin

Abyssal Plains & Hills

Submarine Canyons

Solutions of Water

Seamounts and Guyots

Corals and Coral Atolls

Origin of Sediments

Importance of Sediments

Gulf Stream Rings

Countercurrents

Density Currents

Upwelling

25.1: Origin of the Moon 26.1 The Sun's Energy 27.1: Two Planet Groups 28.1: What is Light?Origin & 1:S1 Sun's 4:1.2b The Inner 4:1.1b, 1.2c/ 6:3 A Closer 6:3Properties Size, Planets Mercury Look at The Spectroscopeof Moon Heat, & 4:1.2c Light 6:325.2: The Moon's Orbit Structure Features of the Sun Venus Types of Visible SpectraMoon's 4:1.1a, 1.1b 6:5 4:1.2c 6:3Motions The Moon's Phases 26.2: Movements/Planets,Stars Mars The Doppler Effect

1:S1/ 4:1.1a Observing 1:S1/ 4:1 Intro, 1.1d 4:1.2c 4:1.2aLunar Eclipses the Solar Ptolemy/Geocentric Model 27.2: The Jovian Planets 28.2: Early Observation

4:1.1a System: 1:S1/ 4:1.1d The Outer 4:1.2c Stars and 4:1.1gSolar Eclipses A History Copernicus/Heliocentric Planets Jupiter Their Distances to Stars

4:1.1a 1:S1/ 4:1.1b 4:1.2c Charac- 6:3Tycho, Kepler, Planets Saturn teristics Elements in Stars

1:M1, M2, M3, S1 4:1.2c 4:1.2bNewton/Gravitation Uranus Mass, Size, Temp1:M2/ 4:1.1a/ 6:4 4:1.2c 4:1.2b

Neptune, Pluto, Charon4:1.2c

27.3: Satellites/Earth & MarsPlanetary 4:1.1bSatellites 28.3: H-R Diagram

Life 4:1.2bCycles of Birth of a StarStars 4:1.2b

Death of a Sun-Like Star4:1.2b

27.4: Comets and TNOs Death of a Massive StarSolar 4:1.2d 4:1.2bSystem Asteroids Remnants of Massive StarsDebris 4:1.2d/ 7:2 4:1.2b

Meteors and Meteoroids 28.4: What are Galaxies?4:1.2d Galaxies 4:1.2b

Meteorites and the Types of Galaxies4:1.2d Universe 4:1.2b

4:3.2b Impact Craters4:1.2d

Standard:Key Idea Origin of the Universe4:1.2a

Moons of Uranus & Neptune

Luminosity/Absolute Mag

Variable Stars

Active Galaxies

Prop/Features of Moon The Sun's Layers

Jupiter's Moons

Saturn's Moons

CHAPTER 27PLANETS AND SOLAR SYSTEM

UNIT 7: SPACECHAPTER 28

STARS AND GALAXIESCHAPTER 25

EARTH'S MOONCHAPTER 26

SUN AND SOLAR SYSTEM

29.1: Formation of Fossils 30.1: Divisions of Geologic TimeFossils 4:1.2j Geologic 4:1.2j/ 6:329.2: Relative Time Time Scale Changes Through Geologic TimeRelative 4:1.2j 4:1.2h, 2.1oTime Gaps in Relative Time Evolution

4:1.2j 4:1.2i/ 7:1Rock Layer Correlation 30.2: Precambrian Time

4:1.2j Precam- 4:1.2f, 1.2i, 2.1o, 2.1p29.3: Historical Methods brian and Paleozoic EraAbsolute 4:1.2j Paleozoic 4:1.2i, 2.1o, 2.1pTime Radioactivity 30.3: Triassic Period

4:1.2j Mesozoic 4:1.2i, 2.1o, 2.1pHalf-Life Jurassic Period4:1.2j 4:1.2i, 2.1o, 2.1p

Radiometric Dating Cretaceous Period4:1.2j 4:1.2i, 2.1o, 2.1p

30.4: The Paleogene and the NeogeneEarth's 4:1.2i, 2.1o, 2.1pRecent The QuaternaryHistory 4:1.2i, 2.1o

Rise of Humans4:1.2i

4:3.2b

Standard:Key Idea

UNIT 8: EARTH'S HISTORYCHAPTER 29

STUDYING THE PASTCHAPTER 30

VIEWS OF EARTH'S PAST

1

PROCESS SKILLSBASED ON STANDARDS 1, 2, 6, AND 7

STANDARD 1 — Analysis, Inquiry, and DesignStudents will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers,and develop solutions.

Mathematical AnalysisKey Idea M1: Abstraction and symbolic representation are used to communicate mathematically.

• Use eccentricity, rate, gradient, standard error of measurement, and density in context.Key Idea M2: Deductive and inductive reasoning are used to reach mathematical conclusions.

• Determine the relationships among velocity, slope, sediment size, channel shape, and volume of a stream.• Understand the relationships among: the planets distance from the sun, gravitational force, period of revolution, and speed

of revolution.Key Idea M3: Critical thinking skills are used in the solution of mathematical problems.

• In a field, use isolines to determine a source of pollution.

Scientific InquiryKey Idea S1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creativeprocess.

• Show how our observation of celestial motions supports the idea of stars moving around a stationary Earth (the geocentricmodel), but further investigation has led scientists to understand that most of these changes are a result of Earth s motionaround the Sun (heliocentric model).

Key Idea S2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving theuse of conventional techniques and procedures and usually requiring considerable ingenuity.

• Test sediment properties and the rate of deposition.Key Idea S3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods,provide new insights into phenomena.

• Determine the changing length of a shadow based on the motion of the Sun.

2

Engineering DesignKey Idea T1: Engineering design is an iterative process involving modeling and optimization (finding the best solution within givenconstraints); this process is used to develop technological solutions to problems within given constraints.

• After experimenting with conduction of heat (using calorimeters and aluminum bars), make recommendations to create amore efficient system of heat transfer.

• Determine patterns of topography and drainage around your school and design solutions to effectively deal with runoff.

STANDARD 2 — Information SystemsStudents will access, generate, process, and transfer information using appropriate technologies.

Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.• Analyze weather maps to predict future weather events.• Use library or electronic references to obtain information to support a laboratory conclusion.

Key Idea 2: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.• Obtain printed or electronic materials which exemplify miscommunication and/or misconceptions of current commonly

accepted scientific knowledge.Key Idea 3: Information technology can have positive and negative impacts on society, depending upon how it is used.

• Discuss how early warning systems can protect society and the environment from natural disasters such as hurricanes,tornadoes, earthquakes, tsunamis, floods, and volcanoes.

STANDARD 6 — Interconnectedness: Common ThemesStudents will understand the relationships and common themes that connect mathematics, science, and technology and apply thethemes to these and other areas of learning.

Systems ThinkingKey Idea 1: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of asystem interrelate and combine to perform specific functions.

• Analyze a depositional-erosional system of a stream.

3

ModelsKey Idea 2: Models are simplified representations of objects, structure, or systems used in analysis, explanation, interpretation, ordesign.

• Draw a simple contour map of a model landform.• Design a 3-D landscape model from a contour map.• Construct and interpret a profile based on an isoline map.• Use flowcharts to identify rocks and minerals.

Magnitude and ScaleKey Idea 3: The grouping of magnitudes of size, time, frequency, and pressure or other units of measurement into a serious of relativeorder provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

• Develop a scale model to represent planet size and/or distance.• Develop a scale model of units of geologic time.• Use topographic maps to determine distances and elevations.

Equilibrium and StabilityKey Idea 4: Equilibrium is a state of stability due either to a lack of change (static equilibrium) or a balance between opposing forces(dynamic equilibrium).

• Analyze the interrelationship between gravity and inertia and it s effects on the orbit of planets or satellites.

Patterns of ChangeKey Idea 5: Identify patterns of change is necessary for making predictions about future behavior and conditions.

• Graph and interpret the nature of cyclic change such as sunspots, tides, and atmospheric carbon dioxide.• Based on present data of plate movement, determine past and future positions of land masses.• Using given weather data, identify the interface between air masses, such as cold fronts, warm fronts, and stationary fronts.

OptimizationKey Idea 6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

• Debate the effect of human activities as they relate to quality of life on Earth systems (global warming, land use,preservation of natural resources, pollution).

4

STANDARD 7 — Interdisciplinary Problem SolvingStudents will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and makeinformed decisions.

ConnectionsKey Idea 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions andsolve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry intophenomena.

• Analyze the issues related to local energy needs and develop a viable energy generation plan for the community.• Investigate two similar fossils to determine if they represent a developmental change over time.• Investigate the political, economic, and environmental impact of global distribution and use of mineral resources and fossil

fuels.• Consider environmental and social implications of various solutions to an environmental Earth resources problem.

Key Idea 2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gatheringand processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes ofmathematics, science, and technology; and presenting results.

• Collect, collate, and process data concerning potential natural disasters (tornadoes, thunderstorms, blizzards, earthquakes,tsunamis, floods, volcanic eruptions, asteroid impacts, etc.) in an area and develop an emergency action plan.

• Using a topographic map, determine the safest and most efficient route for rescue purposes.

STANDARD 4

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and livingenvironment and recognize the historical development of ideas in science.

5

KEY IDEA 1:The Earth and celestial phenomena can be described by principles of relative motion and perspective.People have observed the stars for thousands of years, using them to find direction, note the passage of time, and to express theirvalues and traditions. As our technology has progressed, so has our understanding of celestial objects and events.

Theories of the universe have developed over many centuries. Although to a casual observer celestial bodies appeared to orbit astationary Earth, scientific discoveries led us to the understanding that Earth is one planet that orbits the Sun, a typical star in a vastand ancient universe. We now infer an origin and an age and evolution of the universe, as we speculate about its future.

As we look at Earth, we find clues to its origin and how it has changed through nearly five billion years, as well as the evolution of lifeon Earth.

PERFORMANCE INDICATOR 1.1 Explain complex phenomena, such as tides, variations in day length, solar insolation, apparentmotion of the planets, and annual traverse of the constellations.

Major Understandings:1.1a Most objects in the solar system are in regular and predictable motion.

• These motions explain such phenomena as the day, the year, seasons, phases of the moon, ellipses, and tides.• Gravity influences the motion of celestial objects. The force of gravity between two objects in the universe depends on their

masses and the distance between them.

1.1b Nine planets move around the Sun in nearly circular orbits.• The orbit of each planet is an ellipse with the Sun located at one of the foci.• Earth is orbited by one moon and many artificial satellites.

1.1c Earth s coordinate system of latitude and longitude, with the Equator and Prime Meridian as reference lines, is based upon earth srotation and our observation of the Sun and stars.

1.1d Earth rotates on an imaginary axis at a rate of 15 degrees per hour. To people on Earth, this turning of the planet makes it seem asthough the Sun, the moon, and the stars are moving around Earth once a day. Rotation provides a basis for our system of localtime; meridians of longitude are the basis for time zones.

6

1.1e The Foucault Pendulum, the shape of Earth, and the Coriolis Effect provide evidence of Earth s rotation.

1.1f Earth s changing position with regard to the Sun and the moon has noticeable effects.• Earth revolves around the Sun with its rotational axis at 23.5 degrees to a line perpendicular to the plane of its orbit, with the

North Pole aligned with Polaris.• During Earth s one year period of revolution, the tilt of its axis results in changes in the angle of incidence of the Sun s rays

at a given latitude; these changes cause variation in the heating of the surface. This produces seasonal variation in weather.

1.1g Seasonal changes in the apparent positions of constellations provide evidence of Earth s revolution.

1.1h The Sun s apparent path through the sky varies with latitude and season.

1.1i Approximately 70 percent of Earth s surface is covered by a relatively thin layer of water which responds to the gravitationalattraction of the moon and the Sun with a daily cycle of high and low tides.

PERFORMANCE INDICATOR 1.2 Describe current theories about the origin of the universe and solar system.

Major Understandings:1.2a The universe is vast and estimated to be over ten billion years old. The current theory is that the universe was created from an

explosion called the Big Bang. Evidence for this theory includes:• Cosmic background radiation;• A red-shift (the Doppler Effect) in the light from very distant galaxies.

1.2b Stars form when gravity causes clouds of molecules to contract until nuclear fusion of light elements into heavier ones occurs.Fusion releases great amounts of energy over millions of years.• The stars differ from each other in size, temperature, and age.• Our Sun is a medium-sized star within a spiral galaxy of stars known as the Milky Way. Our galaxy contains billions of

stars, and the universe contains billions of such galaxies.

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1.2c Our solar system formed about five billion years ago from a giant cloud of gas and debris. Gravity caused Earth and the otherplanets to become layered according to density differences in their materials.• The characteristics of the planets of the solar system are affected by each planet s location in relationship to the sun.• The terrestrial planets are small, rocky, and dense. The Jovian planets are large, gaseous, and of low density.

1.2d Asteroids, comets, and meteors are components of our solar system.• Impact events have been correlated with mass extinction and global climatic change.• Impact craters can be identified in Earth s crust.

1.2e Earth s early atmosphere formed as a result of the outgassing of water vapor, carbon dioxide, nitrogen, and lesser amounts ofother gases from its interior.

1.2f Earth s oceans formed as a result of precipitation over millions of years. The presence of an early ocean is indicated bysedimentary rocks of marine origin, dating back about four billion years.

1.2g Earth has continuously been recycling water since the outgassing of water early in its history. This constant recirculation of waterat and near Earth s surface is described by the hydrologic (water) cycle.• Water is returned from the atmosphere to Earth s surface by precipitation. Water returns to the atmosphere by evaporation or

transpiration from plants. A portion of the precipitation becomes runoff over the land or infiltrates into the ground to becomestored in the soil or ground water below the water table. Soil capillarity influences these processes. The amount ofprecipitation that seeps into the ground or runs off is influenced by climate, slope of the land, soil, rock type, vegetation, landuse, and degree of saturation.

• Porosity, permeability, and water retention affect runoff and infiltration.

1.2h The evolution of life caused dramatic changes in the composition of Earth s atmosphere. Free oxygen did not form in theatmosphere until oxygen producing organisms evolved.

1.2i The pattern of evolution of life forms on Earth is at least partially preserved in the rock record.• Fossil evidence indicates that a wide variety of life-forms has existed in the past and most of these forms have become

extinct.• Human existence has been very brief compared of the expanse of geologic time.

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1.2j Geologic history can be reconstructed by observing sequences of rock types and fossils to correlate bedrock at various locations.• The characteristics of rocks indicate the processes by which they formed and the environments in which these processes took

place.• Fossils preserved in rocks provide information about past environmental conditions.• Geologists have divided Earth history into time units based upon the fossil record.• Age relationships among bodies of rocks can be determined using principles of original horizontality, superposition,

inclusion, cross-cutting relationships, contact metamorphism, and unconformities. The presence of volcanic ash layers, indexfossils, and meteoritic debris can provide additional information.

• The regular rate of nuclear decay (half-life time period) of radioactive isotopes allows geologists to determine the absoluteage of minerals found in some rocks.

KEY IDEA 2Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.Earth may be considered a huge machine driven by two engines, one internal and one external. These heat engines convert heat energyinto mechanical energy.

Earth s external heat engine is powered primarily by solar energy and influenced by gravity. Nearly all the energy for circulating theatmosphere and oceans is supplied by the Sun. As insolation strakes the atmosphere, a small percentage is directly absorbed,especially by gases such as ozone, carbon dioxide, and water vapor. Clouds and Earth s surface reflect some energy back to space, andEarth s surface absorbs some energy. Energy is transferred between Earth s surface and the atmosphere by radiation, conduction,evaporation, and convection. Temperature variations within the Atmosphere cause differences in density that cause atmosphericcirculation, which is affected by Earth s rotation. The interaction of these processes results in the complex atmospheric occurrenceknown as weather.Average temperatures on Earth are the result of the total amount of insolation absorbed by Earth s surface and it s atmosphere and theamount of long-wave energy radiated back into space. However, throughout geologic time, ice ages occurred in the middle latitudes.In addition, average temperatures may have been significantly warmer at times in the geologic past. This suggests that Earth hadclimate changes that were most likely associated with long periods of imbalances of its heat budget.

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Earth s internal heat engine is powered by heat from the decay of radioactive materials and residual heat from Earth s formation.Differences in density results in from heat flow within Earth s interior caused the changes explained by the theory of plate tectonics:movement of the lithospheric plates; earthquakes; volcanoes; and the deformation and metamorphism of rocks during the formation ofyoung mountains.

Precipitation resulting from the external heat engine s weather systems supplies moisture to Earth s surface that contributes to theweathering of rocks. Running water erodes mountains that were originally uplifted by Earth s internal heat engine and transportssediments to other location, where they are deposited and may undergo the processes that transform them into sedimentary rocks.

Global climate is determined by the interaction of solar energy with Earth s surface and atmosphere. This energy transfer is influencedby dynamic processes such as cloud cover and Earth rotation, and the positions of mountain ranges and oceans.

PERFORMANCE INDICATOR 2.1 Use the concepts of density and heat energy to explain observations of weather patterns, seasonalchanges, and the movements of Earth s plates.

Major Understandings:2.1a Earth systems have internal and external sources of energy, both of which create heat.

2.1b The transfer of heat energy within the atmosphere, the hydrosphere, and Earth s interior results in the formation of regions ofdifferent densities. These density differences result in motion.

2.1c Weather patterns become evident when weather variables are observed, measured, and recorded. These variables include airtemperature, air pressure, moisture (relative humidity and dewpoint), precipitation (rain, snow hail, sleet, etc), wind speed anddirection, and cloud cover.

2.1d Weather variables are measured using instruments such as thermometers, barometers, psychrometers, precipitation gauges,anemometers, and wind vanes.

2.1e Weather variables are interrelated.For example:• Temperature and humidity affect air pressure and probability of precipitation• Air pressure gradient controls wind velocity

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2.1f Air temperature, dewpoint, cloud formation, and precipitation are affected by the expansion and contraction of air due to verticalatmospheric movement.

2.1g Weather variables can be represented in a variety of formats including radar and satellite images, weather maps, (includingstation models, isobars, and fronts), atmospheric cross-sections, and computer models.

2.1h Atmospheric moisture, temperature and pressure distributions; jet streams, wind; air masses and frontal boundaries; and themovement of cyclonic systems and associated tornadoes, thunderstorms, and hurricanes occur in observable patterns. Loss ofproperty, personal injury, and loss of life can be reduced by effective emergency preparedness.

2.1i Seasonal changes can be explained using concepts of density and heat energy. These changes include the shifting of globaltemperature zones, the shifting of planetary wind and ocean current patterns, the occurrence of monsoons, hurricanes, flooding,and severe weather.

2.1j Properties of Earth s internal structure (crust, mantle, inner core, and outer core) can be inferred from the analysis of the behaviorof seismic waves (including velocity and refraction).• Analysis of seismic waves allows the determination of the location of earthquake epicenters, and the measurement of

earthquake magnitude; this analysis leads to the inference that Earth s interior is composed of layers that differ incomposition and stares of matter.

2.1k The outward transfer of Earth s internal heat drives convective circulation in the mantle that moves the lithospheric platescomprising Earth s surface.

2.1l The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to oneanother, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologicsystem.• These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges.• Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid-ocean ridges.• Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can be

reduced by effective emergency preparedness.

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2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequentigneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism withinsubduction zones and the creation of major depositional basins through down-warping of the crust.

2.1n Many of Earth s surface features such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs, mountain ranges (folded,faulted, and volcanic) hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associatedwith plate motion and interaction.

2.1o Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution.

2.1p Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition.

2.1q Topographic maps represent landforms through the use of contour lines that are isolines connecting points of equal elevation.Gradients and profiles can be determined from changes in elevation over a given distance.

2.1r Climate variations, structure, and characteristics of bedrock influence the development of landscape features includingmountains, plateaus, plains, valleys, ridges, escarpments, and stream drainage patterns.

2.1s Weathering is the physical and chemical breakdown of rocks at or near Earth s surface. Soils are the result of weathering andbiological activity over long periods of time.

2.1t Natural agents of erosion, generally driven by gravity, remove, transport, and deposit weathered rock particles. Each agent oferosion produces distinctive changes in the material that it transports and creates characteristic surface features and landscapes.In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergencypreparedness.

2.1u The natural agents of erosion include:• Streams (running water): Gradient, discharge, and channel shape influence a stream s velocity and the erosion and

deposition of sediments. Sediments transported by streams tend to become rounded as a result of abrasion. Stream featuresinclude V-shaped valleys, deltas, flood plains, and meanders. A watershed is the area drained by a stream and its tributaries.

• Glaciers (moving ice): Glacial erosional processes include the formation of U-shaped valleys, parallel scratches, and groovesin bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains.

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• Wave Action: Erosion and deposition cause changes in shoreline features, including beaches, sand bars, and barrier islands.Wave action rounds sediments as a result of abrasion. Waves approaching a shoreline move sand parallel to the shore withinthe zone of breaking waves.

• Wind: Erosion of sediments by wind is most common in arid climates and along shorelines. Wind-generated features includedunes and sand-blasted bedrock.

• Mass Movement: Earth materials move downslope under the influence of gravity.

2.1v Patterns of deposition result from a loss of energy within the transporting system are influenced by the size, shape, and density ofthe transported particles. Sediment deposits may be sorted or unsorted.

2.1w Sediments of inorganic and organic origin often accumulate in depositional environments. Sedimentary rocks form whensediments are compacted and /or cemented after burial or as the result of chemical precipitation from seawater.

PERFORMANCE INDICATOR 2.2 Explain how incoming solar radiation, ocean currents, and land masses affect weather andclimate.

2.2a Insolation (solar radiation) heats Earth s surface and atmosphere unequally due to variations in:• The intensity caused by differences in atmospheric transparency and angle of incidence which vary with time of day,

latitude, and season• Characteristics of the materials absorbing the energy such as color, texture, transparency, state of matter, and specific heat• Duration, which varies with seasons and latitude.

2.2b The transfer of heat energy within the atmosphere, the hydrosphere, and Earth s surface occurs as the result of radiation,convection, and conduction.• Heating the Earth s surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing

winds and ocean currents.

2.2c A location s climate is influenced by latitude, proximity to large bodies of water, ocean currents, prevailing winds, vegetativecover, elevation, and mountain ranges.

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2.2d Temperature and precipitation patterns are altered by:• natural events such as El Nino and volcanic eruptions• human influences including deforestation, urbanization, and the production of greenhouse gases such as carbon dioxide and

methane.

KEY IDEA 3Matter is made up of particles whose properties determine the observable characteristics of matter and it sreactivity.Observation and classification have helped us understand the great variety and complexity of Earth materials. Minerals are thenaturally occurring inorganic solid elements, compounds, and mixtures from which rocks are made. We classify minerals on the basisof their chemical composition and observable properties. Rocks are generally classified by their origin (igneous, metamorphic, andsedimentary), texture, and mineral content.

Rocks and minerals help us understand Earth s historical development and its dynamics. They are important to us because of theiravailability and properties. The use and distribution of mineral resources and fossil fuels have important economic and environmentalimpacts. As limited resources, they must be used wisely.

PERFORMANCE INDICATOR 3.1 Explain the properties of materials in terms of the arrangement of properties of the atoms thatcompose them.

Major Understandings:3.1a Minerals have physical properties determined by their chemical composition and crystal structure.

• Minerals can be identified by well-defined physical and chemical properties, such as cleavage, fracture, color, density,hardness, streak, luster, crystal shape, and reaction with acid.

• Chemical composition and physical properties determine how minerals are used by humans.

3.1b Minerals are formed inorganically by the process of crystallization as a result of specific environmental conditions. Theseinclude:• Cooling and solidification of magma;• Precipitation from water caused by such processes as evaporation, chemical reactions, and temperature changes;• Rearrangement of atoms in existing minerals subjected to conditions of high temperature and pressure.

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3.1c Rocks are usually composed of one or more minerals.• Rocks are classified by their origin, mineral content and texture.• Conditions that existed when a rock formed can be inferred from the rock s mineral content and texture.• The properties of rocks determine how they are used and also influence land usage by humans.