Earth Science Priority Expectations

Transcription

1 Earth Science Priority Expectations Unit 1 Organizing Principles of Earth Science Unit 12 The Sun and Other Stars earth in space earth is a system solid earth Unit 2 Rock Forming Processes Unit 3 Earthquakes and Earth s Interior Unit 11 Cosmology and Earth s Place in the Universe EARTH SCIENCE Unit 4 Plate Tectonics and Volcanoes Unit 5 Discerning Earth s History human connections fluid earth Unit 10 Resources and Environmental Challenges Unit 9 Hydrogeology Unit 8 Climate Change Unit 6 Severe Weather Unit 7 Oceans and Climate 92 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

2 The Big Ideas in the Earth Science Units Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Organizing Principles of Earth Science Processes, events and features on Earth result from transfer of energy and matter through the interconnected Earth systems. Rock Forming Processes Rock types and formations are studied to discern and interpret Earth processes and Earth history. Earthquakes and Earth s Interior The accepted model of Earth s interior is based largely on the behavior of seismic waves, which are recorded by a worldwide network of seismometers. Plate Tectonics and Volcanoes Plate tectonics is the central organizing theory of Earth s geology and explains earthquakes, volcanoes, ocean bathymetry and geomorphology. Discerning Earth s History The application of age dating techniques provides evidence for a 4.6 billion year old Earth and allows for the interpretation of Earth history and biological evolution, which has been the basis of the design and refinement of the geologic time scale. Severe Weather Protecting human and sensitive ecosystems from severe weather requires an understanding of the various conditions of storm formation and the application of technology for the prediction and monitoring of events. Oceans and Climate Earth s regional climates are governed by the transference of thermal energy and matter (mainly water) between the ocean and atmosphere. Climate Change Predicting and mitigating the potential impact of global climate change requires an understanding of the mechanisms of Earth s climate, study of past climates, measurements of current interactions of Earth s systems and the construction and use of climate change models. Hydrogeology Finding solutions to problems related to water resources requires an understanding of the dynamics and interconnectedness of the components of the hydrosphere and the impact created by human activity. Resources and Environment Challenges Protecting the human interests of health, safety and resources depends upon an understanding of natural hazards and human impact on Earth systems. Cosmology and Earth s Place in the Universe Extraterrestrial energy and materials influence Earth s systems and the position and motion of the Earth within an evolving solar system, galaxy, and universe. The Sun and Other Stars Solar energy originates by nuclear fusion in the sun and has profound effects on Earth systems. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 93

3 Unit 1 Organizing Principles of Earth Science inquiry in the earth sciences CONDUCTED THROUGH THE ADDRESSING QUESTIONS IN THE AREAS OF TO TEST HYPOTHESES AROUND POTENTIAL IMPACT TO SUCH AS INVESTIGATIONS OF ANALYZING THE EVALUATING THE disciplines of geology, meteorology, climatology, and biology environmental challenges and resource management ecology, water resources and air quality coral reef degradation, mining, or climate change movement of matter and energy through the fluid and solid Earth implications of data on models Big Idea Processes, events and features on Earth result from transfer of energy and matter through the interconnected Earth systems. Core Concepts Earth Science is an umbrella term for several academic disciplines such as: geology, hydrogeology, oceanography, meteorology, climatology and (in some circles) astronomy. Investigations in Earth science use an Earth systems perspective, indirect measures and scientific modeling. Plate tectonics is the central organizing theory of geology. As a historical science, change over immense time at variable rates is a central concept. E1.1C E1.1D E1.1B E1.2B Inquiry, Reflection and Social Implications: Conduct scientific investigations Relate patterns in data to theories Students interpret patterns and trends in Earth Science data and construct explanations that apply concepts central to the Earth systems perspective. Students build and use scientific models that answer questions or reveal phenomena related to Earth systems. Evaluate conclusions Apply science to social issues Students defend positions on current societal challenges based on evidence produced from investigations in the Earth Sciences. E1.1B E1.2D Evaluate conclusions Use peer review to evaluate explanations Students evaluate the validity of scientific claims that are produced by other students or outside entities based on evidence and reasoning. 94 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

4 Content Expectations (Priority Expectations are highlighted in gray.) Unit 1 E2.1B E2.1C Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere, biosphere) that make up the Earth. Explain, using specific examples, how a change in one system affects other Earth systems. E2.3A Explain how carbon exists in different forms such as limestone (rock), carbon dioxide (gas), carbonic acid (water), and animals (life within Earth systems) and how those forms can be beneficial or harmful to humans. E2.3c E2.3d E3.3B Explain how the nitrogen cycle is part of the Earth system. Explain how carbon moves through the Earth system (including the geosphere) and how it may benefit (e.g., improve soils for agriculture) or harm (e.g., act as a pollutant) society. Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that result from their increased density. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 95

5 Unit 2 Rock Forming Processes rock forming processes IS ABOUT how common rocks can be used to discern Earth history REQUIRING STUDIED THROUGH WHICH REFLECT BEST UNDERSTOOD IN A a basic understanding of rock forming minerals WHICH ARE USED TO observations of texture and composition USING geologic processes such as those depicted by the rock cycle AND INDICATIVE plate tectonic context identify and classify common rocks rock classification systems in time and space of specific geologic events Big Idea Rock types and formations are studied to discern and interpret Earth processes and Earth history. Core Concepts All rock forming processes are influenced by plate tectonics and many are influenced by climate. E 1.1B E 1.1C Inquiry, Reflection and Social Implications: Evaluate conclusions Conduct scientific investigations Students explain similarities and differences between closely related rock types. Students make inferences of possible Earth processes from observable features in rocks. Rock types are indicative of conditions and processes of the past which result from plate tectonic history. The rock cycle is a generalized depiction of the relationship of rock types to Earth processes and implies the immensity of geologic time. 96 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

6 Content Expectations (Priority Expectations are highlighted in gray.) Unit 2 E3.1A E3.1B E3.1c E3.1d E3.1e Discriminate between igneous, metamorphic, and sedimentary rocks and describe the processes that change one kind of rock into another. Explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks. Explain how the size and shape of grains in a sedimentary rock indicate the environment of formation (including climate) and deposition. Explain how the crystal sizes of igneous rocks indicate the rate of cooling and whether the rock is extrusive or intrusive. Explain how the texture (foliated, non-foliated) of metamorphic rock can indicate whether it has experienced regional or contact metamorphism. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 97

7 Unit 3 Earthquakes and Earth s Interior earthquakes and Earth s interior IS ABOUT the divisions of Earth s interior THEORIZED AS USING ANALYSES OF TO BUILD CONSISTENT WITH SUPPORTING EXPLANATIONS OF SUPPORTED BY THE crust, mantle, inner- and outercore P- and S- wave arrival locations and times a model of Earth structure and internal dynamics the character of ocean/continental crust plate motion driven by mantle convection distribution and composition of volcanic rocks Big Idea The accepted model of Earth s interior is based largely on the behavior of seismic waves, which are recorded by a worldwide network of seismometers. Core Concepts The transfer of heat from the deep interior towards the surface of the earth is theorized to cause slow movement of Earth s tectonic plates. Earth s interior is divided into concentric layers, differentiated by composition and temperature. E1.1D E1.1g Inquiry, Reflection and Social Implications: Relate patterns in data to theories Critique reasoning based on evidence Students apply a basic knowledge of wave theory and the physical properties of materials to questions about cause and locations of earthquakes. Students use seismic records to construct a model of Earth s interior and compare this to a theoretical model based on the assumption that it is a homogeneous sphere. 98 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

8 Content Expectations (Priority Expectations are highlighted in gray.) Unit 3 E2.2C E3.2A E3.2B E3.2C E3.2d Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation. Describe the interior of the Earth (in terms of crust, mantle, and inner- and outer-cores) and where the magnetic field of the Earth is generated. Explain how scientists infer that the Earth has internal layers with discernable properties using patterns of primary (P) and secondary (S) seismic wave arrivals. Describe the differences between oceanic and continental crust (including density, age, composition). Explain the uncertainties associated with models of the interior of the Earth and how these models are validated. E3.3B Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that result from their increased density. E3.4B E3.4C E3.4f Describe how the sizes of earthquakes and volcanoes are measured or characterized. Describe the effects of earthquakes and volcanic eruptions on humans. Explain why fences are offset after an earthquake using the elastic rebound theory. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 99

9 Unit 4 Plate Tectonics & Volcanoes plate tectonics and volcanoes IS ABOUT plate tectonic theory CORRELATING CORRELATING CALCULATING RELATING ANALYZING HOW EVALUATING STRATEGIES TO earthquake sizes, depth and distribution to plate boundaries volcanic forms and rock chemistry to plate boundary types average rate of plate motions rock formation processes of the rock cycles to plate tectonic settings processes of the solid Earth impact other Earth systems reduce risk to human life and structures Big Idea Plate tectonics is the central organizing theory of Earth s geology and explains earthquakes, volcanoes, ocean bathymetry and geomorphology. Core Concepts Plate motions result in potentially catastrophic events (earthquakes, volcanoes, tsunamis, mass wasting) that affect humanity. Earthquakes are the result of abrupt movements in the Earth s crust. They generate energy in the form of body and surface seismic waves. The intensity of volcanic eruptions is controlled by the chemistry and properties of the magma. Inquiry, Reflection and Social Implications: E 1.1C Conduct scientific investigations E 1.1D Relate patterns in data to theories E 1.1g Critique reasoning based on evidence E1.2D Use peer review to evaluate explanations Students analyze, describe and interpret the distribution patterns and characteristics of geologic features and data in the context of plate tectonic theory. E1.2h E1.2i Distinguish between theories, laws, hypotheses and observations Explain progressions of ideas Students relate developments in technology to key discoveries in plate tectonics from the early twentieth century through present day investigations that use GPS and LIDAR. 100 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

10 E2.1B Content Expectations (Priority Expectations are highlighted in gray.) Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere, biosphere) that make up the Earth. Unit 4 E2.1C E2.2A E2.2C E3.1B Explain, using specific examples, how a change in one system affects other Earth systems. Describe the Earth s principal sources of internal and external energy (e.g., radioactive decay, gravity, solar energy). Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation. Explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks. E3.3A Explain how plate tectonics accounts for the features and processes (sea floor spreading, mid-ocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth s surface. E3.3B Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that results from their increased density. E3.3C E3.3d E3.4A E3.4B E3.4C E3.4d E3.4e Describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating rate, time, and distance. Distinguish plate boundaries by the pattern of depth and magnitude of earthquakes. Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries. Describe how the sizes of earthquakes and volcanoes are measured or characterized. Describe the effects of earthquakes and volcanic eruptions on humans. Explain how the chemical composition of magmas relates to plate tectonics and affects the geometry, structure, and explosivity of volcanoes. Explain how volcanoes change the atmosphere, hydrosphere, and other Earth systems. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 101

11 Unit 5 Discerning Earth s History discerning Earth s history IS ABOUT the application of age-dating techniques TO INFER APPLYING USING APPLYING CONSTRUCTING sequences of geologic events relative age dating principles index fossils to establish stratigraphic correlations radiometric agedating methods for absolute ages the geologic time scale Big Idea The application of age-dating techniques provides evidence for a 4.6 billion year old Earth and allows for the interpretation of Earth history and biological evolution, which has been the basis of the design and refinement of the geologic time scale. Core Concepts Gradual and catastrophic change has occurred over the vastness of geologic time (and our lifespans). Relative age-dating techniques are used to discern sequencing of geologic events. Isotopic age-dating techniques are used to deduce absolute ages of materials and place them within Earth history. E 1.1C E 1.1g E1.2i E1.2k Inquiry, Reflection and Social Implications Conduct scientific investigations Critique reasoning based on evidence Students use relative and absolute age dating techniques to construct a well reasoned geologic history of an area. Explain progressions of ideas Students explain how the invention and improvement of technology in addition to emerging geologic data aids in the continual refinement of the geologic time scale. Analyze how science and society interact Students relate the effects of the discovery that Earth is ancient to the science of biology and major elements of society. 102 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

12 Content Expectations (Priority Expectations are highlighted in gray.) Unit 5 E5.3B Describe the process of radioactive decay and explain how radioactive elements are used to date the rocks that contain them. E5.3C Relate major events in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen atmosphere, rise of life, Cretaceous-Tertiary (K-T) and Permian extinctions, and Pleistocene ice age. E5.3D E5.3e E5.3f E5.3g Describe how index fossils can be used to determine time sequence. Determine the approximate age of a sample, when given the half-life of a radioactive substance (in graph or tabular form) along with the ratio of daughter to parent substances present in the sample. Explain why C-14 can be used to date a 40,000 year old tree but U-Pb cannot. Identify a sequence of geologic events using relative age-dating principles. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 103

13 Unit 6 Severe Weather severe weather IS ABOUT protecting human interests from severe weather INCLUDING BY PREDICTING USING APPLYING flooding risks and damaging winds associated with storms the development of weather fronts satellite and ground-based instrumentation principles of adiabatic temperature changes and cloud formation Big Idea Protecting human and sensitive ecosystems from severe weather requires an understanding of the various conditions of storm formation and the application of technology for the prediction and monitoring of events. Core Concepts Tornadoes, blizzards, thunderstorms and floods occur due to the dynamics of weather fronts. Interactions of air masses with different qualities lead to severe weather. Adiabatic temperature change and humidity account for cloud formation and other atmospheric phenomena. Severe weather adversely impacts societal interests. Inquiry, Reflection and Social Implications: E 1.1C Conduct scientific investigations E 1.1D Relate patterns in data to theories E 1.1g Critique reasoning based on evidence Using atmospheric data, students apply a basic knowledge of gas laws, thermal chemistry and the atmosphere to predict and explain cloud formation and fronts. E1.2k Students apply a basic knowledge of air masses and fronts to predict common forms of severe weather. Analyze how science and society interact Students analyze and interpret satellite imagery and weather data to evaluate risk of various locations to impending severe weather. 104 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

14 Content Expectations (Priority Expectations are highlighted in gray.) Unit 6 E2.2A E2.2C E2.2D E4.3A E4.3B E4.3C E4.3D E4.3E E4.3F E4.3g Describe the Earth s principal sources of internal and external energy (e.g., radioactive decay, gravity, solar energy). Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation. Identify the main sources of energy to the climate system. Describe the various conditions of formation associated with severe weather (thunderstorms, hurricanes, floods, waves, and drought). Describe the damage resulting from and the social impact of thunderstorms, tornadoes, hurricanes, and floods. Describe severe weather and flood safety and mitigation. Describe the seasonal variations in severe weather. Describe conditions associated with frontal boundaries that result in severe weather (thunderstorms, tornadoes, and hurricanes). Describe how mountains, frontal wedging (including dry lines), convection, and convergence form clouds and precipitation. Explain the process of adiabatic cooling and adiabatic temperature changes to the formation of clouds. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 105

15 Unit 7 Oceans & Climates oceans and climates IS ABOUT global climatic patterns EXPLAINED THROUGH DRIVING IMPACTED ESTABLISHING SUCH AS energy transference and transformation in the fluid Earth atmospheric circulation and prevailing winds that drive ocean currents Earth s spin and the greenhouse effect regional and global climatic patterns continental and maritime climates Big Idea Earth s regional climates are governed by the transference of thermal energy and matter (mainly water) between the ocean and atmosphere. Core Concepts The tilt of the earth relative to the sun and the Earth s rotation about the sun cause the seasons and the latitudinal changes in climate. Energy from the sun drives global atmospheric circulation, a major influence on ocean currents. Global atmospheric circulation and ocean currents control Earth s regional climates. Inquiry, Reflection and Social Implications: E 1.1C Conduct scientific investigations E 1.1D Relate patterns in data to theories E 1.1g Critique reasoning based on evidence Student use an understanding of the characteristics of seasons and global atmospheric and ocean currents to predict and explain regional climatic patterns. Students map and model global atmospheric circulation using weather data. Students map and model ocean circulation using data on prevailing winds and seawater density. 106 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

16 Content Expectations (Priority Expectations are highlighted in gray.) Unit 7 E2.1B E2.1C E2.2C E2.2e Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere, biosphere) that make up the Earth. Explain, using specific examples, how a change in one system affects other Earth systems. Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation. Explain how energy changes form through Earth systems. E4.2A Describe the major causes for the ocean s surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the Earth, changes in water temperature and salinity in high latitudes, and basin shape. E4.2B Explain how the interactions between the oceans and the atmosphere influence global and regional climate. Include the major concepts of heat transfer by ocean currents, thermohaline circulation, boundary currents, evaporation, precipitation, climatic zones, and the ocean as a major CO 2 reservoir. E4.2c E4.2d E4.2e E4.2f Explain the dynamics (including ocean-atmosphere interactions) of the El Nino-Southern Oscillation (ENSO) and its effect on continental climates. Identify factors affecting seawater density and salinity and describe how density affects oceanic layering and currents. Explain the differences between maritime and continental climates with regard to oceanic currents. Explain how the Coriolis effect controls oceanic circulation. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 107

17 Unit 8 Climate Change climate change IS ABOUT climate change research WHICH INVESTIGATES CORRELATED TO IMPACTING PREDICTING changing biomes and new weather patterns RESULTING FROM increasing concentrations of greenhouse gases CAUSING physical characteristics of oceans and aquatic biomes MODELED USING effects on Earth systems increasing average atmospheric global temperature warming oceans and melting glaciers insights from paleoclimatology 108 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

18 Unit 8 Big Idea Predicting and mitigating the potential impact of global climate change requires an understanding of the mechanisms of Earth s climate, study of past climates, measurements of current interactions of Earth s systems and the construction and use of climate change models. Core Concepts The natural heat trapping of several key greenhouse gases cause Earth s greenhouse effect which is essential to sustaining life as it has evolved on Earth. Industrialization has impacted Earth s climatic system in numerous ways including the addition of tremendous quantities of carbon dioxide and other greenhouse gases to the atmosphere. The movement of matter through biogeochemical cycles and the transference and transformation of energy within and between Earth systems impact global climate. Climate change models are central tools for making predictions and studying interactions of climatic variables. Changes in ocean temperature and chemistry are having impacts on marine biomes. Inquiry, Reflection and Social Implications: E 1.1B Evaluate conclusions E 1.1C Conduct scientific investigations E 1.1D Relate patterns in data to theories E 1.1g Critique reasoning based on evidence Students research apparent local or regional environmental changes that may be a result of global climate change. E1.2h E 1.1i E1.2D E1.2k Students analyze and interpret paleo-climatic data using techniques that enable scientists to build climate change models. Students analyze and use historical climate data to hypothesize trajectories into the future. Distinguish between theories, laws, hypotheses and observations Distinguish between consensus and on-going research Students use an Earth systems perspective to evaluate aspects of models that are used to predict climate change and possible environmental impacts. Use peer review to evaluate explanations Analyze how science and society interact Students evaluate potential societal responses to climate change in regard to their impact on Earth systems and effectiveness at slowing global warming. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 109

19 Unit 8 cont. Content Expectations (Priority Expectations are highlighted in gray.) E2.1A E2.1B E2.1C E2.2e E2.2f Explain why the Earth is essentially a closed system in terms of matter. Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere, biosphere) that make up the Earth. Explain, using specific examples, how a change in one system affects other Earth systems. Explain how energy changes form through Earth systems. Explain how elements exist in different compounds and states as they move from one reservoir to another. E2.3A Explain how carbon exists in different forms such as limestone (rock), carbon dioxide (gas), carbonic acid (water), and animals (life within Earth systems and how those forms can be beneficial or harmful to humans). E2.3d E5.4A E5.4B Explain how carbon moves through the Earth system (including the geosphere) and how it may benefit (e.g., improve soils for agriculture) or harm (e.g., act as a pollutant) society. Explain the natural mechanism of the greenhouse effect including comparisons of the major greenhouse gases (water vapor, carbon dioxide, methane, nitrous oxide, and ozone). Describe natural mechanisms that could result in significant changes in climate (e.g., major volcanic eruptions, changes in sunlight received by the Earth, meteorite impacts). 110 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

20 Unit 8 cont. Content Expectations (Priority Expectations are highlighted in gray.) E5.4C Analyze the empirical relationship between the emission of carbon dioxide, atmospheric carbon dioxide levels and the average global temperature over the past 150 years. E5.4D Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer oceans (including the results of increased evaporation, shoreline and estuarine impacts, oceanic algae growth, and coral bleaching) and changing climatic zones (including the adaptive capacity of the biosphere). E5.4e E5.4f Based on evidence from historical climate research (e.g., fossils, varves, ice core data) and climate change models, explain how the current melting of polar ice caps can impact the climate system. Describe geological evidence that implies climates were significantly colder at times in the geologic record (e.g., geomorphology, striations, and fossils). E5.4g Compare and contrast the heat-trapping mechanisms of the major greenhouse gases resulting from emissions (carbon dioxide, methane, nitrous oxide, fluorocarbons) as well as their abundance and heat-trapping capacity. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 111

21 Unit 9 Hydrogeology hydrogeology IS ABOUT quality and quantity of surface and ground water CHARACTERIZED BY MODELED ON THE INVESTIGATED THROUGH CORRELATED TO IMPACTED BY the quantity, distribution and sustainability of water resources interconnectedness of the hydrosphere parameters of water quality land use practices climate change and human activities Big Idea Finding solutions to problems related to water resources requires an understanding of the dynamics and interconnectedness of the components of the hydrosphere and the impact created by human activity. Core Concepts The amount of fresh drinkable water on Earth is less than 3% of the total water on Earth. There is currently a global water crisis related to water quantity and quality. Inquiry, Reflection and Social Implications: E 1.1C Conduct scientific investigations E 1.1D Relate patterns in data to theories E 1.1g Critique reasoning based on evidence Students analyze water quality data in relation to elements of a watershed, including land use patterns. Students relate specific land use practices to the impact on surface and ground water quality. Students evaluate the sustainability of important aquifers. Elements of the hydrosphere are interconnected. Many important groundwater reservoirs around the globe are not currently sustainable because recharge does not equal or exceed output. E1.2B E1.2D Apply science to social issues Use peer review to evaluate explanations Students use an understanding of geohydrology to propose and/or evaluate strategies to mitigate against the serious and impending water crisis. Population demographics and land use practices have profound impact on water quantity and quality 112 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

22 Content Expectations (Priority Expectations are highlighted in gray.) Unit 9 E2.1C Explain, using specific examples, how a change in one system affects other Earth systems. E2.3b Explain why small amounts of some chemical forms may be beneficial for life but are poisonous in large quantities (e.g., dead zone in the Gulf of Mexico, Lake Nyos in Africa, fluoride in drinking water). E2.3.c Explain how the nitrogen cycle is part of the Earth system. E4.1A Compare and contrast surface water systems (lakes, rivers, streams, wetlands) and groundwater in regard to their relative size as Earth s freshwater reservoirs and the dynamics of water movement (inputs and outputs, residence times, sustainability). E4.1B Explain the features and processes of groundwater systems and how the sustainability of North American aquifers has changed in recent history (e.g., the past 100 years) qualitatively using the concepts of recharge, residence time, inputs and outputs. E4.1C Explain how water quality in both groundwater and surface systems is impacted by land use decisions. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 113

23 Unit 10 Resources & Environmental Challenges resources and environmental challenges IS ABOUT using Earth s natural resources CATEGORIZED AS RECOGNIZING USING AN ANALYZING ANALYZING RELATING TO renewable and non-renewable resources causes and solutions to pressing environmental challenges Earth system science perspective trade-offs involved in solutions to resource needs trade-offs involved in solutions to environmental challenges patterns of human resource consumption Big Idea Protecting the human interests of health, safety and resources depends upon an understanding of natural hazards and human impact on Earth systems. Core Concepts Policy and investment decisions in resources and energy for human consumption involve tradeoffs between many factors such as cost, access to natural renewable or nonrenewable resources and environmental impact. Addressing many of societies pressing resource and environmental challenges requires the utilization of an Earth systems perspective. E1.2B E1.2D E1.2g E1.2j E1.2k Inquiry, Reflection and Social Implications: Apply science to social issues Use peer review to evaluate explanations Identify tradeoffs in designs Predict effects of technology Analyze how science and society interact Students use a deep understanding of the science behind pressing environmental or resource issues to propose and/or evaluate potential solutions. Students compare and evaluate various solutions for pressing environmental or resource issues through a quantitative analysis of a variety of likely trade-offs. 114 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

24 Content Expectations (Priority Expectations are highlighted in gray.) Unit 10 E2.2B E2.2C E2.2e E2.2f E2.4A Identify differences in the origin and use of renewable (e.g., solar, wind, water, biomass) and non-renewable (e.g., fossil fuels, nuclear [U-235]) sources of energy. Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation. Explain how energy changes form through Earth systems. Explain how elements exist in different compounds and states as they move from one reservoir to another. Describe renewable and non-renewable sources of energy for human consumption (electricity, fuels), compare their effects on the environment, and include overall costs and benefits. E2.4B Explain how the impact of human activities on the environment (e.g., deforestation, air pollution, coral reef destruction) can be understood through the analysis of interactions between the four Earth systems. E2.4c E2.4d Explain ozone depletion in the stratosphere and methods to slow human activities to reduce ozone depletion. Describe the life cycle of a product, including the resources, production, packaging, transportation, disposal, and pollution. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 115

25 Unit 11 Cosmology & Earth s Place in the Universe cosmology and Earth s place in the universe IS ABOUT the history of the universe BEGINNING WITH DESCRIBED FROM REFLECTED IN DISCERNING DISCERNING the Big Bang evidence of expansion and evolution over time the structure of the Milky Way Galaxy age, using microwave radiation and modeling motion from Doppler and cosmological red shifts Big Idea Extraterrestrial energy and materials influence Earth s systems and the position and motion of the Earth within an evolving solar system, galaxy, and universe. Core Concepts There are many billions of galaxies in the universe. The Big Bang Theory accounts for the formation of the universe. The microwave cosmic background radiation is considered a remnant of the Big Bang. The relative motion of objects in the universe can be deduced from cosmological redshift. The chemical composition of our sun, the solar system and life can be traced to elements that were created by stellar processes. E 1.1g E 1.1i E1.2h E1.2i Inquiry, Reflection and Social Implications: Critique reasoning based on evidence Students use and explain the evidence that supports the accepted model for the structure, size and age of the universe. Students compare the elemental compositions and abundances of the stars, planets and life to those commonly generated through stellar nucleosynthesis. Distinguish between consensus and on-going research Distinguish between theories, laws, hypotheses and observations Explain progressions of ideas Students relate technological developments to key discoveries in astronomy and identify potential questions that may be addressed by future research. Students relate the major discoveries in astronomy (such as the heliocentric solar system) to the impact they had on social and political structures. 116 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

26 Content Expectations (Priority Expectations are highlighted in gray.) Unit 11 E5.1A E5.1b E5.1c E5.1d E5.3A Describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe. Describe how the Big Bang Theory accounts for the formation of the universe. Explain how observations of the cosmic background radiation have helped determine the age of the universe. Differentiate between the cosmological and Doppler red shift. Explain how the solar system formed from a nebula of dust and gas in a spiral arm of the Milky Way Galaxy about 4.6 Ga (billion years ago). ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 117

27 Unit 12 The Sun & Other Stars the sun and other stars IS ABOUT the nature and evolution of stars DRIVEN BY PRODUCING OBSERVED THROUGH CHARACTERIZED BY DEPICTED AND ANALYZED BY OBSERVABLE AS nuclear fusion energy and elements changes in the physical and chemical properties of a star star color and size its position on H-R diagram solar activities with impacts on Earth Big Idea Solar energy originates by nuclear fusion in the sun and has profound effects on Earth systems. Core Concepts Nuclear fusion involves matter changing into energy and has led to the formation of all chemical elements. There is a wide range of stars of different sizes, chemistries and temperatures with varying life histories. Inquiry, Reflection and Social Implications: E 1.1C Conduct scientific investigations E 1.1D Relate patterns in data to theories E 1.1g Critique reasoning based on evidence Students analyze, interpret and model data on sun spots and relate patterns to processes in the sun. Students analyze, interpret and model data on past solar activity to predict patterns in the future and potential impacts on Earth. Students graph and interpret astronomic variables to characterize stars. Students compare spectra of stars of various masses and in different stages of evolution to understand typical pathways in stellar evolution. 118 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations

28 Content Expectations (Priority Expectations are highlighted in gray.) Unit 12 E5.2A E5.2B E5.2C E5.2D E5.2e E5.2f E5.2g E5.2h Identify patterns in solar activities (sunspot cycle, solar flares, solar wind). Relate events on the sun to phenomena such as auroras, disruption of radio and satellite communications, and power disturbances. Describe how nuclear fusion produces energy in the sun. Describe how nuclear fusion and other processes in stars have led to the formation of all the other chemical elements. Explain how the Hertzsprung-Russell (H-R) diagram can be used to deduce other parameters (distance). Explain how you can infer the temperature, life span, and mass of a star from its color. Use the H-R diagram to explain the life cycle of stars. Explain how the balance between fusion and gravity controls the evolution of a star (equilibrium). Compare the evolution paths of low, moderate and high mass stars using the H-R diagram. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 119