Earth s Systems and Cycles Learning Goals Objectives

Transcription

1 Earth s Systems and Cycles Learning Goals Objectives Chapter 1 Systems and Cycles 1. Explain why Earth is often studied as a system. (pp. 4-6) 2. Students will be able to compare and contrast open and closed systems and recognize examples of each. (pp. 5-7) 3. Student will be able to name and give examples of the four spheres and describe how they interact. (pp. 8-11) 4. Define and label all parts of the water cycle Where is most water found on Earth? How do humans affect the water cycle? What role do the sun and gravity play in the water cycle? Key terms: precipitation, runoff, infiltration, transpiration, evaporation, condensation (pp. 13) 5. Describe and label the processes that absorb and release carbon dioxide. Where is carbon found? Why is carbon such an important element? How are humans affecting the carbon cycle? What environmental problems are caused by excess carbon dioxide in the atmosphere? Key terms: Photosynthesis, combustion, respiration, deforestation, decomposition (pp ) 6. Trace the path of nitrogen through the nitrogen cycle. Why is nitrogen an essential nutrient? Where is most nitrogen stored? Where else if nitrogen found? How do plants get their nitrogen? Animals? What organism converts atmospheric nitrogen to nitrates and other forms? How are humans affecting the nitrogen cycle and how does this affect water and air quality? 7. Name and describe the three main sources of Earth s energy and which source provides the greatest percent of total energy. Key terms: solar, geothermal, & tidal energy (pp ) 8. Be able to state and apply the First Law of Thermodynamics. (page 17) 9. Know what happens to the usefulness of energy as it changes form.

2 What happen to most of the energy when it is transferred from one form to another? (Second law of thermodynamics - page 17)

3 1. The Student shall be able to. A. Define the following terms: Rosemount High Groundwater Learning Goals Chapter 14 Porosity Aquiclude Permeable Permeability Outwash Impermeable Aquifer Till 2. Describe the relationship between permeability and particle size and shape. (Pg. 300) 3. Describe the relationship between porosity and particle size and shape. (Pg. 300) 4. State if the following particles would be permeable (aquifer) or impermeable (aquiclude). (Pg. 304 & Lab) Limestone Shale Granite Sandstone Clay Till 5. Give examples of point source pollution and non-point source pollution (Pg ) 6. Give examples of how water can be reused, recycled and conserved. (Pg ) 7. Use a geological cross section to identify, explain and label the following groundwater features: (back page diagram (Pg ) Water Table Zone of Saturation Zone of Aeration Well Lake Stream/river 8. Know and be able to describe the amount of freshwater relative to all the water on the planet.

4 Chapter 1 Earth s Systems and Cycles Learning Goals Objectives

5 Systems and Cycles 1. Explain why Earth is often studied as a system. (pp. 4-6) 6. Students will be able to compare and contrast open and closed systems and recognize examples of each. (pp. 5-7) 7. Student will be able to name and give examples of the four spheres and describe how they interact. (pp. 8-11) 8. Define and label all parts of the water cycle Where is most water found on Earth? How do humans affect the water cycle? What role do the sun and gravity play in the water cycle? Key terms: precipitation, runoff, infiltration, transpiration, evaporation, condensation (pp. 13) 9. Describe and label the processes that absorb and release carbon dioxide. Where is carbon found? Why is carbon such an important element? How are humans affecting the carbon cycle? What environmental problems are caused by excess carbon dioxide in the atmosphere? Key terms: Photosynthesis, combustion, respiration, deforestation, decomposition (pp ) 6. Trace the path of nitrogen through the nitrogen cycle. Why is nitrogen an essential nutrient? Where is most nitrogen stored? Where else if nitrogen found? How do plants get their nitrogen? Animals? What organism converts atmospheric nitrogen to nitrates and other forms? How are humans affecting the nitrogen cycle and how does this affect water and air quality? 7. Name and describe the three main sources of Earth s energy and which source provides the greatest percent of total energy. Key terms: solar, geothermal, & tidal energy (pp ) 8. Be able to state and apply the First Law of Thermodynamics. (page 17) 9. Know what happens to the usefulness of energy as it changes form. What happen to most of the energy when it is transferred from one form to another? (Second law of thermodynamics - page 17)

6 The Rivers Goal The student shall be able to: Rivers and Glaciers Rosemount High School Learning goals a. Identify the key features of a river system. (drainage basin, tributary, divide) (Pg.280) b. Identify key characteristics of a river and how it affects erosion. (Pg. 281) c. Describe how rivers transport material. (Pg.284) d. Identify river depositional features. (deltas, alluvial fans) (Pg.285) e. Describe riverine processes and identify key features associated with young, mature and old age rivers. (Pg ) f. Describe and identify processes and key features associated with a floodplain. (Pg. 290) g. Describe the causes of a flood as well as the constructive and destructive effects of a flood. (Pg.291) h. Define the following terms: (Ch 13) base level capacity watershed competence delta deposition discharge divide river system flash flood flood flood plain gradient tributary load (know 3 types) meanders natural levees oxbow lake

7 The Glaciers Goal The student shall be able to: a. Define and describe where and how glaciers form. (Pg. 318) b.identify two main types of glaciers (valley, continental) and give two examples of each. (Pg ) c. Describe where and why glacial ice movement is fast and slow. (P ) d. Describe and be able to label the following glacial features: (Ch. 15) cirque (lake) horn arête outwash plain till kettle (lake) drumlin striations/grooves esker kame hanging valley moraine dammed lake moraines (4 types: lateral, recessional, medial, terminal) e. For all of the above features identify each as that of an alpine glacier, continental glacier, or both. (Pg ) f. Describe several pieces of evidence that glaciers once covered Minnesota. g. Describe 2 ways we can identify the direction of past glacial movement. (Pg ) h. Identify the importance of studying glacial ice cores to past climate. (Pg ) i. Identify and describe erosional and depositional features of a glacier. (Pg )

8 Earth's Structure and Rock Unit Learning Goals Rosemount High Earth Science I. Earth Structure (Pages 70-74) A. Students will know the following about the layers of the earth's interior: 1. Each layer's name 2. Their order of arrangement 3. What each is made of 4. Whether it is a solid, liquid or semi-solid 5. Their relative density 6. Their relative thickness B. Explain how and why material from the earth's interior moves toward the Earth's surface. II. Igneous Rocks (Pages ) A. Explain the relationship between rate of cooling and crystal size for rocks which from magma or lava. B. Using a Key, identify by name and sight the following igneous rocks: 1. granite, gabbro, rhyolite, basalt, pumice, scoria, and obsidian. C. Classify igneous rocks into the following groups: 1. Large crystals, small crystals, vesicular, glassy. 2. Granitic and basaltic (Felsic and Mafic) D. Explain what each igneous rocks tells you about its environment of formation. III. Sedimentary Rocks (Pages ) A. Identify by name and sight the following sedimentary rocks: 1. sandstone, shale, conglomerate, limestone, halite, coquina, peat, coal. B. Classify sedimentary rocks into the following groups: 1. clastic, chemical, organic C. Explain what each sedimentary rock tells you about its environment of formation. IV. Metamorphic Rocks (Pages ) A. Explain how heat and pressure work to recrystallize existing rocks into metamorphic rocks. B. Identify by name and sight the following metamorphic rocks: gneiss, schist, slate, marble, anthracite, and quartzite. C. Classify metamorphic rocks into the following groups: foliated and non foliated. D. Explain what metamorphic rocks tell you about the past environment.

9 V. Rock Cycle (Pages ) Using the rock cycle as a model, explain how one rock can change into another. Draw a complete rock cycle, using all geologic terms listed on page 119 in your textbook.

10 Plate Tectonics Learning Goals Rosemount High Earth Science Plate Tectonics Learning Goal A Describe in a sentence or two, what a plate is. B. Give the name, composition, and relative density of the two main types of plates. C. Explain the process which results in the movement of the plates. D. In a complete paragraph, define the theory of plate tectonics. (It should include the key concepts from A, B, and C above.) E. List and describe the evidence that supports the theory of plate tectonics. Plate Boundaries A For each of the following plate boundaries, Mid-Ocean Ridge, Ocean-Ocean, Ocean-Continent, Continent-Continent, & Transform Fault, do the following: 1. Draw a cross-section showing relative positions of both plates. 2. Label each type of plate shown. 3. Use arrows to show the direction each plate is moving. 4. Draw and label all landforms present. 5. Show the pattern of earthquakes at the boundary. 6. Show where volcanic activity, if any, is occurring. 7. Name a geographic example of each.

11 Earth Science Mineral Learning Objectives 1. Give a complete definition of a mineral. Ref: Pg List, define and correctly perform the test for the following physical properties: hardness, luster, cleavage/fracture, color, streak, and special properties. Ref: Pgs Describe two ways that minerals form. Ref: Pgs Give a complete definition of an ore. List 2 examples of each. Ref: Pg Explain how minerals are obtained from the earth. Ref: Pgs List 5 minerals and describe (in sentence form) how they are used in society. Ref: Pgs , Identify the 8 rock forming minerals by their distinguishing properties. Ref: Pgs

12 Plate Tectonics Learning Goals Rosemount High Earth Science Plate Tectonics Learning Goal A Describe in a sentence or two, what a plate is. B. Give the name, composition, and relative density of the two main types of plates. C. Explain the process which results in the movement of the plates. F. In a complete paragraph, define the theory of plate tectonics. (It should include the key concepts from A, B, and C above.) G. List and describe the evidence that supports the theory of plate tectonics. Plate Boundaries A For each of the following plate boundaries, Mid-Ocean Ridge, Ocean-Ocean, Ocean-Continent, Continent-Continent, & Transform Fault, do the following: 1. Draw a cross-section showing relative positions of both plates. 2. Label each type of plate shown. 3. Use arrows to show the direction each plate is moving. 4. Draw and label all landforms present. 5. Show the pattern of earthquakes at the boundary. 6. Show where volcanic activity, if any, is occurring. 7. Name a geographic example of each.

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