Earth Science
High School
2014-15 Curriculum Guide
Iredell-Statesville Schools
2014 Iredell-Statesville Schools – Earth Science
High School Earth Science
Table of Contents
Purpose and Use of Documents
3
College and Career Readiness Anchor Standards for Reading
4
College and Career Readiness Anchor Standards for Writing
5
Science as Inquiry
6
Year at a Glance
7-8
Earth in the Universe – Objective 1.1: Earth’s role as a body in space.
9-11
Earth Systems, Structures, Processes – Objective 2.1: Processes and forces that affect the lithosphere.
12-14
Earth Systems, Structures, Processes – Objective 2.2: How human influences impact the lithosphere.
14-15
Earth Systems, Structures, Processes – Objective 2.3: Structure and processes within the hydrosphere.
15-16
Earth Systems, Structures, Processes – Objective 2.4: How humans use water.
16-17
Earth Systems, Structures, Processes – Objective 2.5: Structure and processes within our atmosphere.
18-19
Earth Systems, Structures, Processes – Objective 2.6: Patterns of global change over time.
20-21
Earth Systems, Structures, Processes – Objective 2.7: How the various spheres affect the overall biosphere.
22-23
Earth Systems, Structures, Processes – Objective 2.8: Human behaviors effect on sustainable life on Earth.
23-24
Teacher Instructional Resources
25-31
Formative Assessment Resources
31-32
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Purpose and Use of the Documents
The Curriculum Guide represents an articulation of what students should know and be able
to do. The Curriculum Guide supports teachers in knowing how to help students achieve
the goals of the new standards and understanding each standard conceptually. It should
be used as a tool to assist teachers in planning and implementing a high quality
instructional program.
 The “At-a-Glance” provides a snapshot of the recommended pacing of instruction
across a semester or year.
 Learning targets (“I can” statements) and Criteria for Success (“I will” statements)
have been created by ISS teachers and are embedded in the Curriculum Guide to
break down each standard and describe what a student should know and be able to
do to reach the goal of that standard.
 The academic vocabulary or content language is listed under each standard. There are
30-40 words in bold in each subject area that should be taught to mastery.
 The unpacking section of the Curriculum Guide contains rich information and
examples of what the standard means; this section is an essential
component to help both teachers and students understand the
standards.
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Teachers will be asked to give feedback throughout the year to continually improve their
Curriculum Guides.
College and Career Readiness Anchor Standards for Reading
The K-12 standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together
define the skills and understandings that all students must demonstrate.
Key ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance
and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Range of Reading and Level of Text Complexity
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10. Read and comprehend complex literary and informational texts independently and proficiently.
* Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional
standards relevant to gathering, assessing, and applying information from print and digital sources.
College and Career Readiness Anchor Standards for Writing
The K-12 standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together
define the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the
subject under investigation.
8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
9. Draw evidence from literacy or informational texts to support analysis, reflection, and research
Range of Writing
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10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes, and audiences.
* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.’
Taken from Common Core Standards (www.corestandards.org)
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Science as Inquiry
Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic,
probabilistic, and replicable. Although there are no fixed steps that all scientists follow, scientific investigations
usually involve collections of relevant evidence, the use of logical reasoning, the application of imagination to
devise hypotheses, and explanations to make sense of collected evidence. Student engagement in scientific
investigation provides background for understanding the nature of scientific inquiry. In addition, the science
process skills necessary for inquiry are acquired through active experience. The process skills support
development of reasoning and problem-solving ability and are the core of scientific methodologies.
http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/6-8.pdf
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Year at a Glance:
1st Half of Semester EEn.1.1 Explain the Earth’s role as a body in space.
1.1.3 I can explain how the sun produces energy which is transferred to the Earth by radiation.
EEn.2.1 Explain how processes and forces affect the lithosphere.
2.1.1 I can explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere.
2.1.2 I can demonstrate the locations of volcanoes, earthquakes, and faults based on information contained in a variety of
maps.
2.1.3 I can describe how weathering, erosion, and soil formation affects Earth’s surface.
2.1.4 I can explain the probability of and preparation for geohazards such as landslides, avalanches, earthquakes and
volcanoes in a particular area based on available data.
EEn.2.2 Understand how human influences impact the lithosphere.
2.2.1 I can describe the consequences of human activities on the lithosphere focusing on mining, deforestation, agriculture,
overgrazing, urbanization, and land use.
2.2.2 I can compare the various methods humans use to acquire traditional energy sources (such as peat, coal, oil, natural
gas, nuclear fission, and wood)
EEn.2.8 Evaluate human behaviors in terms of how likely they are to ensure the ability to live sustainably on
Earth.
2.8.1 I can evaluate alternative energy technologies for use in North Carolina.
2.8.2 I can recognize the various agriculture/aquaculture techniques and their advantages and disadvantages.
2.8.3 I can explain how the human population impacts natural resources.
2.8.4 I can propose the reasons citizens should reduce, recycle, and reuse to reduce the impact on natural resources.
EEn.2.3 Explain the structure and processes within the hydrosphere.
2.3.2 I can make connections between surface water and groundwater and be able to use the water cycle to illustrate and
model those connections.
EEn.2.4 Evaluate how humans use water.
2.4.1 I can understand how humans use water, and the consequences of population growth, misuse and pollution of water.
2.4.2 I can understand the role of saltwater and wetlands in aquatic systems.
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nd
2 Half of Semester –
EEn.2.3 Explain the structure and processes within the hydrosphere.
2.3.1 I can explain how water is an energy agent (currents and heat transfer).
EEn.2.5 Understand the structure of and processes within our atmosphere.
2.5.2 I can apply the basic concepts of atmospheric heating, air pressure, and relative humidity to the formation of air masses
and movement and interaction of fronts.
2.5.3 I can explain how circular storms form based on the interaction of air masses.
2.5.4 I can explain how weather maps are used to predict local weather patterns.
EEn.2.6 Analyze patterns of global climate change over time.
2.6.1 I can explain the difference between weather and climate.
2.6.2 I can explain changes in global climate due to natural processes.
EEn.2.5 Understand the structure of and processes within our atmosphere.
2.5.1 I can describe the structure and composition of Earth’s atmosphere.
2.5.5 I can explain how human activities affect air quality.
EEn.2.6 Analyze patterns of global climate change over time.
2.6.3 I can explain how deforestation and the burning of fossil fuels contribute to global climate change.
2.6.4 I can list and describe natural processes and man’s impacts on those processes that have led to more rapid sea level
rise.
EEn.2.7 Explain how the lithosphere, hydrosphere, and atmosphere individually and collectively affect the
biosphere.
2.7.1 I can explain how biotic and abiotic factors determine biome classification (temperature, rainfall, altitude, type of plant,
latitude, type of animals).
2.7.2 I can explain why biodiversity is important to the biosphere.
2.7.3 I can explain how human activities impact the biosphere.
EEn.1.1 Explain the Earth’s role as a body in space.
1.1.1 I can explain how the formation of the solar system created the sequence of bodies and the relative motion that
defines our solar system. I can explain the hierarchy of the solar system compared to the Universe.
1.1.2 I can explain how the relative motions of the earth, sun, and moon cause ocean tides. I can explain the reason that
earth has four seasons based on the tilt of earth’s axis of rotation and earth’s motion relative to the sun. I can relate
earth’s initial formation to its present day spherical shape.
1.1.4 I can explain how incoming solar energy makes life possible on Earth.
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Earth Science
1st Half of Semester  2nd Half of Semester
Earth in the Universe
Essential Standard:
Clarifying Objectives:
EEn.1.1 Explain the Earth’s role as a body in space.
EEn.1.1.1 Explain the Earth’s motion through space, including precession, nutation, the barycenter, and its path about the galaxy.
EEn.1.1.2 Explain how the Earth’s rotation and revolution about the Sun affect its shape and is related to seasons and tides.
EEn.1.1.3 Explain how the sun produces energy which is transferred to the Earth by radiation.
EEn.1.1.4 Explain how incoming solar energy makes life possible on Earth.
Unpacking: What does this standard mean that a student will know and be able to do?
EEn.1.1.1
• Explain the origin of the Earth’s motion based on the origin of the galaxy and its solar system.
• Recall Earth’s role in the hierarchy of organization within the universe and in the developmental continuum. (Universe is made of
galaxies which are made of many stars. Some stars have planetary systems similar to our solar system. Earth is a satellite planet of one
particular star.)
• Explain planetary orbits, especially that of the Earth, using Kepler’s laws.
• Explain relative motion of the Earth in the solar system, the solar system in the galaxy, and the galaxy in the universe—including the
expanding nature of the universe; Orbital motion (Earth around the Sun- once/year, seasons depend upon an approximate 23.5 degree
tilt); Rotation around our axis (day/night,)
• Explain Precession—change in direction of the axis, but without any change in tilt—this changes the stars near (or not near) the Pole,
but does not affect the seasons (as long as the angle of 23.5 degrees stays the same)
• Explain nutation—wobbling around the precessional axis (This is a change in the angle—½ degree one way or the other. This occurs
over an 18 year period and is due to the Moon exclusively. This would very slightly increase or decrease the amount of seasonal
effects.)
• Explain barycenter—the point between two objects where they balance each other (For example, it is the center of mass where two or more
celestial bodies orbit each other. When a moon orbits a planet, or a planet orbits a star, both bodies are actually orbiting around a
point that lies outside the center of the primary (the larger body). For example, the moon does not orbit the exact center of the Earth,
but a point on a line between the Earth and the Moon approximately 1,710 km below the surface of the Earth, where their respective
masses balance. This is the point about which the Earth and Moon orbit as they travel around the Sun.
• Summarize that the Sun is not stationary in our solar system. It actually moves as the planets tug on it, causing it to orbit the solar system's
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barycenter. The Sun never strays too far from the solar system barycenter.
EEn.1.1.2
• Describe daily changes due to rotation, seasonal changes due to the tilt and revolution of the Earth, and tidal impact due to the gravitational
interaction between the Earth and moon.
• Develop a cause and effect model for the shape of the Earth explaining why the circumference around the equator is larger than that around
the poles.
EEn.1.1.3
• Compare combustion and nuclear reactions (fusion and fission) on a conceptual level. Identify fusion as the process that produces radiant
energy of stars.
• Identify the forms of energy (electromagnetic waves) produced by the sun and how some are filtered by the atmosphere (X-rays, cosmic rays,
etc.).
• Summarize how energy flows from the sun to the Earth through space.
EEn.1.1.4
• Explain how the tilt of the Earth’s axis results in seasons due to the amount of solar energy impacting the Earth’s surface.
• Explain differential heating of the earth’s surface (water temperature vs. land temperature)
• Explain how solar energy is transformed into chemical energy through photosynthesis.
• Explain how the earth’s magnetic field protects the planet from the harmful effects of radiation.
Essential Vocabulary: procession, barycenter, nutation, nuclear fusion
Learning Targets: “I Can”
Criteria For Success: “I Will”
1.1.1 I can explain how the formation of the solar system created
the sequence of bodies and the relative motion that defines our
solar system.
I will be able to describe the motions of precession and nutation and their
effect on Earth’s orbit around the sun.
I can explain the hierarchy of the solar system compared to the
Universe.
I will be able to describe Earths primary motions relative to those of the
solar system and galaxy.
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I will be able to demonstrate how bodies in space both create and are
affected by the gravitational attraction of adjacent bodies, resulting in
elliptical orbits (motion).
1.1.2 I can explain how the relative motions of the earth, sun,
and moon cause ocean tides.
I will be able to explain barycenter.
I will be able to demonstrate the relative positions of the earth during
different seasons.
I can explain the reason that earth has four seasons based on the
tilt of earth’s axis of rotation and earth’s motion relative to the
sun.
I can relate earth’s initial formation to its present day spherical
shape.
1.1.3 I can explain how the sun produces energy which is
transferred to the Earth by radiation.
I will identify combustion and burning objects.
I will describe compare and contrast nuclear fusion and fission.
I will be able to explain the process of energy transference in a star.
I will be able to explain the equilibrium between gravity and particle
motion in the core of a star.
1.1.4 I can explain how incoming solar energy makes life possible
on Earth.
I will navigate the electromagnetic spectrum and identify features of
associated wave energy.
I will explain how the seasons are a result of the Earth’s tilted axis and the
amount of solar energy that Earth receives.
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1st Half of Semester  2nd Half of Semester
Earth Systems, Structures, Processes
Essential Standard:
Clarifying Objectives:
EEn.2.1 Explain how processes and forces affect the lithosphere.
EEn.2.1.1 Explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere.
EEn.2.1.2 Predict the locations of volcanoes, earthquakes, and faults based on information contained in a variety of maps.
EEn.2.1.3 Explain how natural actions such as weathering, erosion (wind, water and gravity), and soil formation affect Earth’s surface.
EEn.2.1.4 Explain the probability of and preparation for geohazards such as landslides, avalanches, earthquakes and volcanoes in a particular
area based on available data
Unpacking: What does this standard mean that a student will know and be able to do?
EEn.2.1.1
• Explain the rock cycle in enough detail to relate the cycling of materials - formation and destruction of the three major rock types to the
forces responsible: physical and chemical weathering, heat and pressure, deposition, foliation and bedding. The forms of energy that drive the
rock cycle include heat and mechanical (gravitational potential) energy.
• Explain how various mechanisms (mantle convection, ridge push, gravity pull) drive movement of the lithospheric plates.
• Infer the relationship between the type of plate boundary and the locations of various features such as ocean trenches, mountain ranges and
mid-ocean ridges. (Relate to the development of the theory of plate tectonics and geologic time.)
• Compare magma and lava. Locate volcanoes and relate back to plate boundaries. Explain volcanic effects on the lithosphere and relate back
to plate boundaries (convergent, divergent, transform) including lahar (mud) flows and ash in the atmosphere.
• Describe the anatomy of an earthquake. Locate earthquakes – epicenter and focal point – and relate to different types of plate boundaries.
Explain how the release of energy of various types of earthquakes relates to magnitude, and P and S waves.
• Summarize the major events in the geologic history of North Carolina and the southeastern United States. Explain how current geologic
landforms developed such as Appalachian Mountains, fall zone, shorelines, barrier islands, valleys, river basins, etc. using the geologic time
scale.
• Explain how processes change sea-level over time—long- and short-term. Infer the effects on landforms such as shorelines and barrier
islands.
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EEn.2.1.2
• Infer the locations of volcanoes, earthquakes and faults (strike-slip, reverse and normal) from soil, geologic and topographic map
studies. (Relate fault locations/types to plate boundaries.)
• Make predictions based on data gathered over time in conjunction with various maps.
EEn.2.1.3
• Recall that soil is the result of weathering of rocks and includes weathered particles: sand, silt and clay.
• Explain differences in chemical and physical weathering and how weathering rates are affected by a variety of factors including climate,
topography and rock composition.
• Compare erosion by water, wind, ice, and gravity and the effect on various landforms.
EEn.2.1.4
• Conclude the best location for various types of development to reduce impacts by geohazards and protect property.
• Explain precautions that can be made to protect life from various geohazards and include meteorological hazards. Some examples include
landslides, earthquakes, tsunamis, sinkholes, groundwater pollution, and flooding.
Essential Vocabulary: plate tectonics, focus, foliation
Learning Targets: “I Can”
2.1.1 I can explain how the rock cycle, plate tectonics, volcanoes,
and earthquakes impact the lithosphere
Criteria For Success: “I Will”
I will explain the forces and materials in the rock cycle.
I will explain how different mechanisms influence plate motion
2.1.2 I can demonstrate the locations of volcanoes, earthquakes,
and faults based on information contained in a variety of maps
I will understand the relationship between plate boundary types and their
features
I will locate volcanoes within the continental United States by accessing
informational text from the world wide web.
I will locate volcanoes in what is known as “the ring of fire” from the world
wide web.
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I will pinpoint major earthquakes of the past based on text from the world
wide web and other textual resources.
I will pinpoint current earthquake activity using maps provided on the
world wide web.
2.1.3 I can describe how weathering, erosion, and soil formation I I will understand how the processes of weathering and erosion contribute
affects Earth’s surface.
to the formation of soils.
· I will understand the differences in physical and chemical weathering.
2.1.4 I can explain the probability of and preparation for
geohazards such as landslides, avalanches, earthquakes and
volcanoes in a particular area based on available data.
I will explain effects of climate on rates
I I will know common types of mass wasting and the hazards associated with
volcanoes, earthquakes, floods, etc.
I will be able to identify potential geohazards based on text and map data.
1st Half of Semester  2nd Half of Semester
Essential Standard:
Clarifying Objectives:
EEn.2.2 Understand how human influences impact the lithosphere.
EEn.2.2.1 Explain the consequences of human activities on the lithosphere (such as mining, deforestation, agriculture, overgrazing,
urbanization, and land use) past and present.
EEn.2.2.2 Compare the various methods humans use to acquire traditional energy sources (such as peat, coal, oil, natural gas, nuclear fission,
and wood).
Unpacking: What does this standard mean that a student will know and be able to do?
EEn.2.2.1
• Explain the need for and consequences of various types of land use such as urbanization, deforestation and agriculture.
• Explain ways to mitigate detrimental human impacts on the lithosphere and maximize sustainable use of natural resources.
• Explain the effects of human activity on shorelines, especially in development and artificial stabilization efforts.
• Explain the effects of human activity on mountainsides, especially in development and artificial stabilization efforts.
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EEn.2.2.2
 Compare the methods of obtaining energy resources: harvesting (peat and wood), mining (coal and uranium/plutonium), drilling (oil and
natural gas) and the effect of these activities on the environment.
Note: Link to EEn.2.8.1 and explore alternative energy technologies to get a more complete picture of possible sources of energy for human
use.
Essential Vocabulary: sustainable, urbanization, natural resources
Learning Targets: “I Can”
Criteria For Success: “I Will”
2.2.1 I can describe the consequences of human activities on the I I will be able to make informed decisions on the types and locations of
lithosphere focusing on mining, deforestation, agriculture,
development to reduce potential impact to human activities.
overgrazing, urbanization, and land use.
I will identify the short and long-term consequences of human activity on
the lithosphere.
2.2.2 I can compare the various methods humans use to acquire
traditional energy sources (such as peat, coal, oil, natural gas,
nuclear fission, and wood).
I will be able to identify the source, uses, and environmental impacts of
energy use by humans.
1st Half of Semester  2nd Half of Semester
Essential Standard:
Clarifying Objectives:
EEn.2.3 Explain the structure and processes within the hydrosphere.
EEn.2.3.1 Explain how water is an energy agent (currents and heat transfer).
EEn.2.3.2 Explain how ground water and surface water interact.
Unpacking: What does this standard mean that a student will know and be able to do?
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EEn.2.3.1
• Explain how the density of ocean water is affected by temperature and how this results in major ocean currents distributing heat away
from the equator toward the poles.
• Explain how coastal climates are moderated by water (due to its high specific heat capacity) in comparison to inland climates.
EEn.2.3.2
• Illustrate the water cycle to explain the connection between groundwater and surface water, detailing how groundwater moves through the
lithosphere. (Emphasize the processes of evaporation and infiltration in the conceptual diagram of the hydrologic cycle.)
• Explain river systems including NC river basins, aquifers, and watersheds.
• Explain how flood events might be affected by groundwater levels.
Essential Vocabulary: specific heat, hydrologic cycle, aquifer, salinity
Learning Targets: “I Can”
2.3.1 I can explain how water is an energy agent (currents and
heat transfer).
2.3.2 I can make connections between surface water and
groundwater and be able to use the water cycle to illustrate and
model those connections.
Criteria For Success: “I Will”
I will understand the role of water in weather and atmospheric change.
I will be able to use concepts of fluid density to describe global water
movement and ocean currents and their effect in distributing heat around
the globe.
I will understand the concepts and dynamics of river systems with emphasis
and examples drawn from North Carolina river systems.
I will be able to list and describe common methods used to conserve both
water quantity and quality.
1st Half of Semester  2nd Half of Semester
Essential Standard:
Clarifying Objectives:
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EEn.2.4 Evaluate how humans use water.
EEn.2.4.1 Evaluate human influences on freshwater availability.
EEn.2.4.2 Evaluate human influences on water quality in North Carolina’s river basins, wetlands and tidal environments
Unpacking: What does this standard mean that a student will know and be able to do?
EEn.2.4.1
• Explain various water uses by humans and evaluate for benefits and consequences of use (ex. wells, aquifer depletion, dams and dam
removal, agriculture, recreation).
• Explain consequences of aquifer depletion including subsidence and salt-water intrusion on the coast.
• Evaluate the effects of population growth on potable water resources. Infer future effects.
• Explain how pollutants might flow through a watershed and affect inhabitants that share the same watershed.
EEn.2.4.2
• Evaluate issues of ground and surface water pollution, wetland and estuary degradation, and salt water intrusion.
• Analyze how drinking water and wastewater treatment systems impact quantity and quality of potable water.
• Evaluate water quality of NC streams (chemical, physical properties, biotic index).
• Analyze non-point source pollution and effects on water quality (sedimentation, storm water runoff, naturally and human induced
occurrences of arsenic in groundwater).
• Evaluate conservation measures to maximize quality and quantity of available freshwater resources.
Essential Vocabulary: estuary, runoff
Learning Targets: “I Can”
2.4.1 I can understand how humans use water, and the
consequences of population growth, misuse and pollution of
water.
2.4.2 I can understand the role of saltwater and wetlands in
aquatic systems
Criteria For Success: “I Will”
Students will be able to list and describe how humans use water, what the
effects of overuse are, and the consequences for present and future
populations.
Students will understand that water is described in terms of both quantity
and quality.
Students will be able to describe common sources and types of water
pollutants and their impact on surface and groundwater resources.
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1st Half of Semester  2nd Half of Semester
Essential Standard:
Clarifying Objectives:
EEn.2.5 Understand the structure of and processes within our atmosphere.
EEn.2.5.1 Summarize the structure and composition of our atmosphere.
EEn.2.5.2 Explain the formation of typical air masses and the weather systems that result from air mass interactions.
EEn.2.5.3 Explain how cyclonic storms form based on the interaction of air masses.
EEn.2.5.4 Predict the weather using available weather maps and data (including surface, upper atmospheric winds, and satellite imagery).
EEn.2.5.5 Explain how human activities affect air quality.
Unpacking: What does this standard mean that a student will know and be able to do?
EEn.2.5.1
Summarize information from charts and graphs regarding layers of the atmosphere, temperature, chemical composition, and interaction with
radiant energy
EEn.2.5.2
• Explain how air masses move (pressure differentials).
• Explain how interactions of air masses form frontal boundaries, clouds, and affect wind patterns.
Note: Also address precautions for severe cyclonic storms to preserve life and property.
EEn.2.5.3
• Explain factors that affect air density and understand their influence on winds, air masses, fronts and storm systems.
• Use data to substantiate explanations and provide evidence of various air mass interactions.
Note: Also address precautions for severe cyclonic storms to preserve life and property.
EEn.2.5.4
• Observe, analyze and predict weather using technological resources.
• Interpret and analyze weather maps and relative humidity charts.
• Explain the importance of water vapor and its influence on weather (clouds, relative humidity, dew point, precipitation).
Note: Use predictions to develop plans for safety precautions related to severe weather events.
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EEn.2.5.5
• Explain how acid rain is formed and how human activities can alter the pH of rain.
• Infer other human activities that impact the quality of atmospheric composition. (e.g. aerosols, chlorofluorocarbons, burning, industrial
byproducts, over farming, etc.)
• Exemplify methods to mitigate human impacts on the atmosphere.
Essential Vocabulary: air masses, isobar, chlorofluorocarbons (CFCs)
Learning Targets: “I Can”
Criteria For Success: “I Will”
2.5.1 I can describe the structure and composition of Earth’s
atmosphere.
Students will be able to describe Earth’s atmosphere and the way it
changes as altitude increases
2.5.2 I can apply the basic concepts of atmospheric heating, air
pressure, and relative humidity to the formation of air masses
and movement and interaction of fronts.
Students will be able to describe the main types of severe weather and
identify actions to be taken to remain safe during them.
2.5.3 I can explain how circular storms form based on the
interaction of air masses.
Students will be able to apply the basic concepts of atmospheric heating,
air pressure, and relative humidity to the formation of air masses and
movement and interaction of fronts.
Students will be able to interpret simple weather maps and predict future
changes in local weather based on weather maps.
2.5.4 I can explain how weather maps are used to predict local
weather patterns.
2.5.5 I can explain how human activities affect air quality.
I will explain how acid rain is formed and how human activities can alter
the pH of rain.
Infer other human activities that impact the quality of atmospheric
composition. (e.g. aerosols, chlorofluorocarbons, burning, industrial
byproducts, over farming, etc.)
Exemplify methods to mitigate human impacts on the atmosphere.
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2014 Iredell-Statesville Schools – Earth Science
1st Half of Semester  2nd Half of Semester
Essential Standard:
Clarifying Objectives:
EEn.2.6 Analyze patterns of global climate change over time.
EEn.2.6.1 Differentiate between weather and climate.
EEn.2.6.2 Explain changes in global climate due to natural processes.
EEn.2.6.3 Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons, greenhouse effect, and
deforestation).
EEn.2.6.4 Attribute changes to Earth’s systems to global climate change (temperature change, changes in pH of ocean, sea level changes, etc.).
Unpacking: What does this standard mean that a student will know and be able to do?
EEn.2.6.1
• Explain major climate categories (Köppen climate classification system – temperate, tropical, and polar).
• Compare weather and climate.
EEn.2.6.2
• Summarize natural processes that can and have affected global climate (particularly El Nino/La Nina, volcanic eruptions, sunspots, shifts in
Earth’s orbit, and carbon dioxide fluctuations).
• Explain the concept of the greenhouse effect including a list of specific greenhouse gases and why CO2 is most often the focus of public
discussion.
EEn.2.6.3
• Outline how deforestation and the burning of fossil fuels (linked to increased industrialization) contribute to global climate change.
• Explain how large-scale development contributes to regional changes in climate (i.e. heat islands in large cities like NY, Chicago,
Beijing, etc).
• Analyze actions that can be taken by humans on a local level, as well as on a larger scale, to mitigate global climate change.
EEn.2.6.4
• Analyze how changes in global temperatures affect the biosphere (ex. agriculture, species diversity, ecosystem balance).
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2014 Iredell-Statesville Schools – Earth Science
• Explain how changes in atmospheric composition contribute to ocean acidification. Analyze its effect on ocean life and its connection
to global climate change.
• Explain how changes in global temperature have and will impact sea level.
• Analyze how sea level has been affected by other earth processes such as glaciations and tectonic movements. Consider long- and short-term
changes.
Essential Vocabulary: El Nino, greenhouse effect, climate, global climate change, fossil fuels, deforestation
Learning Targets: “I Can”
2.6.1 I can explain the difference between weather and climate.
2.6.2 I can explain changes in global climate due to natural
processes.
2.6.3 I can explain how deforestation and the burning of fossil
fuels contribute to global climate change.
2.6.4 I can list and describe natural processes and man’s impacts
on those processes that have led to more rapid sea level rise.
Criteria For Success: “I Will”
I will explain major climate categories - Köppen climate classification
system (temperate, tropical, and polar).
I will compare weather and climate.
I will summarize natural processes that can and have affected global
climate (particularly El Nino/La Nina, volcanic eruptions, sunspots, shifts in
Earth’s orbit, and carbon dioxide fluctuations).
I will explain the concept of the greenhouse effect including a list of specific
greenhouse gases and why CO2 is most often the focus of public discussion.
I will identify the process by which deforestation leads to changes in global
climate.
I will be able to describe the effects of burning fossil fuels on the climate
globally.
I will be able to correlate actions such as deforestation and fossil fuel use to
increases in atmospheric greenhouse gas concentration and the impacts of
these increases on global temperature and accelerated environmental
change in both terrestrial and aquatic systems.
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2014 Iredell-Statesville Schools – Earth Science
1st Half of Semester  2nd Half of Semester
Essential Standard:
Clarifying Objectives:
EEn.2.7 Explain how the lithosphere, hydrosphere, and atmosphere individually and collectively affect the biosphere.
EEn.2.7.1 Explain how abiotic and biotic factors interact to create the various biomes in North Carolina.
EEn.2.7.2 Explain why biodiversity is important to the biosphere.
EEn.2.7.3 Explain how human activities impact the biosphere.
Unpacking: What does this standard mean that a student will know and be able to do?
EEn.2.7.1
• Explain how biotic and abiotic factors determine biome classification (temperature, rainfall, altitude, type of plant, latitude, type of animals).
• Compare impacts of biotic and abiotic factors on biodiversity.
• Match landforms and soils (and their change over time) to biomes.
EEn.2.7.2
• Define the biosphere as all life on Earth.
• Explain biodiversity as including genetic variation within populations and variation of populations within ecosystems that makeup the
biosphere.
• Infer the relationship between environmental conditions and plants and animals that makeup live within various biomes that comprise the
biosphere.
• Explain the global impact of loss of biodiversity.
EEn.2.7.3
• Explain effects of human population growth, habitat alteration, introduction of invasive species, pollution and overharvesting on various
plant and animal species in NC.
• Explain effects of invasive nonnative species (plant or animal) on an NC ecosystem.
• Summarize ways to mitigate human impact on the biosphere.
Essential Vocabulary: biodiversity, invasive species, biotic factor, abiotic factor, biosphere
Learning Targets: “I Can”
2.7.1 I can explain how biotic and abiotic factors determine
biome classification (temperature, rainfall, altitude, type of plant,
latitude, type of animals)
Criteria For Success: “I Will”
Match landforms and soils (and their change over time) to biomes.
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2014 Iredell-Statesville Schools – Earth Science
2.7.2 I can explain why biodiversity is important to the biosphere. I will define the biosphere as all life on Earth.
I will explain biodiversity including genetic variation within populations and
variation of populations within ecosystems that makeup the biosphere.
I will explain the global impact of loss of biodiversity.
2.7.3 I can explain how human activities impact the biosphere.
I will explain effects of human population growth, habitat alteration,
introduction of invasive species, pollution and overharvesting on various
plant and animal species in NC.
I will explain effects of invasive nonnative species (plant or animal) on an
NC ecosystem.
I will summarize ways to mitigate human impact on the biosphere
1st Half of Semester  2nd Half of Semester
Essential Standard:
Clarifying Objectives:
EEn.2.8 Evaluate human behaviors in terms of how likely they are to ensure the ability to live sustainably on Earth.
EEn.2.8.1 Evaluate alternative energy technologies for use in North Carolina.
EEn.2.8.2 Critique conventional and sustainable agriculture and aquaculture practices in terms of their environmental impacts.
EEn.2.8.3 Explain the effects of uncontrolled population growth on the Earth’s resources.
EEn.2.8.4 Evaluate the concept of “reduce, reuse, recycle” in terms of impact on natural resources.
Unpacking: What does this standard mean that a student will know and be able to do?
EEn.2.8.1
• Critique the benefits, costs and environmental impact of various alternative sources of energy for North Carolina (solar, wind, biofuels,
nuclear fusion, fuel cells, wave power, geothermal).
• Evaluate which sources of alternative energy may work best in different parts of the state and why.
• Extension: Examine for region, country, continent, hemisphere, and world.
EEn.2.8.2
• Critique the advantages and disadvantages of traditional agriculture/aquaculture techniques and compare with sustainable
agriculture/aquaculture techniques. Include the economics and environmental impacts in this comparison.
• Judge potential impact of sustainable techniques on environmental quality (include magnitude, duration, frequency).
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2014 Iredell-Statesville Schools – Earth Science
EEn.2.8.3
• Explain carrying capacity.
• Infer limiting factors to human population growth.
• Summarize the impacts of a growing population on the natural resources in North Carolina
EEn.2.8.4
• Explain how ecological footprints exist at the personal level and extend to larger scales.
• Evaluate personal choices in terms of impacts on availability of natural resources and environmental quality; relate this to ecological
footprints on various scales.
• Evaluate the impact of implementing change that adheres to the “reduce, reuse, recycle” philosophy (e.g. through case studies, data
collection/analysis, model development, etc.).
Note: Link to EEn.2.8.1 regarding alternative energy technologies.
Essential Vocabulary: carrying capacity, limiting factors, ecological footprint, alternative energy sources
Learning Targets: “I Can”
2.8.1 I can evaluate alternative energy technologies for use in
North Carolina.
2.8.2 I can recognize the various agriculture/aquaculture
techniques and their advantages and disadvantages.
2.8.3 I can explain how the human population impacts natural
resources.
2.8.4 I can propose the reasons citizens should reduce, recycle,
and reuse to reduce the impact on natural resources.
Criteria For Success: “I Will”
I will critique the benefits, costs and environmental impact of various
alternative sources of energy for North Carolina (solar, wind, biofuels,
nuclear fusion, fuel cells, wave power, geothermal).
I will evaluate which sources of alternative energy may work best in
different parts of the state and why.
I will critique the advantages and disadvantages of traditional
agriculture/aquaculture techniques and compare with sustainable
agriculture/aquaculture techniques including the economics and
environmental impacts in this comparison.
I will judge potential impact of sustainable techniques on environmental
quality (include magnitude, duration, frequency).
I will define carrying capacity by inferring limiting factors to human
population growth and summarizing the impacts of a growing population
on the natural resources in North Carolina
I will explain how ecological footprints exist at the personal level and
extend to larger scales.
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2014 Iredell-Statesville Schools – Earth Science
Teacher Instructional Resources for Earth and Environmental Science
Moon and Tides
Solar System
Tides
ACT Questions
Solar Oven
Seasons
Solar Systems
Worksheet
Mars
Day/Night
Continental Drift
Plate Tectonics Study
Guide
Earth’s Layers
Standard 1 – Earth in the Universe
http://teachers.sduhsd.net/nclum/Labs/Graphing%20Tides%20Lab%200809.pdf
http://solarsystem.nasa.gov/planets/profile.cfm?Object=SolarSys
Tide Worksheet
http://www.actstudent.org/sampletest/science/sci_01.html
http://www.nmsea.org/Curriculum/4_6/pizza_box_oven/pizza_box_ovens.htm
http://highered.mcgraw-hill.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html
http://homeschooling.about.com/od/freeprintables/ss/solarsysprint_4.htm
http://magazines.scholastic.com/news/2014/06/Are-We-Headed-to-the-Red-Planet
http://studyjams.scholastic.com/studyjams/jams/science/solar-system/day-on-earth.htm
Standard 2 – Earth Systems, Structures, Processes
http://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener/
http://mjksciteachingideas.com/pdf/PlateTecSG.pd
http://mjksciteachingideas.com/pdf/EarthFoldable.pdf
USGS Earthquakes
PowerPoint: http://mjksciteachingideas.com/plate.html
http://earthquake.usgs.gov
Food Tectonics
http://circle.adventist.org/files/nadscience5-8/Print%20Materials/ACTIVITIES/ES-TECTONIC%20SNACKS.pdf
Earth’s Layers
http://circle.adventist.org/files/nadscience5-8/Print%20Materials/ACTIVITIES/ES-TECTONIC%20SNACKS.pdf
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2014 Iredell-Statesville Schools – Earth Science
Plate Tectonics Vocab
http://mjksciteachingideas.com/pdf/PlateTecVocab.pdf
Volcanoes
http://mjksciteachingideas.com/pdf/VolcanoFoldable.pdf
Plate Boundaries
http://mjksciteachingideas.com/pdf/TypesBoundaries.pdf
Lithospheric Plates
http://mjksciteachingideas.com/pdf/Plates.pdf
http://mjksciteachingideas.com/pdf/LithoPlatesQ.pdf
Weathering/Erosion
Vocab
Rock Cycle Interactive
http://mjksciteachingideas.com/pdf/WeatheringVocab.pdf
Mining
Soil Profile
Cookie Lab
http://www.uen.org/Lessonplan/preview?LPid=9876
Agricultural Techniques
http://gracelinks.org/media/pdf/sustainable_vs_industrial_ho_20100107.pdf
Soil Profile Activity
http://www.soil-net.com/sm3objects/activities/Activity_JamJar.pdf
Soil Cupcake Lab
https://media.up.edu/Physics/TOLE/CascadiaEarthquake&Tsunamis/LessonPlans/CupCakeGeology_LessonPlan_TO
TLE.pdf
Soil Drainage
http://www.nricd.org/Lesson_7_Experiment.pdf
Weathering/Erosion
http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm
http://www.learner.org/interactives/rockcycle/
http://www.learnnc.org/lp/editions/nchist-recent/6374 - costal erosion
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2014 Iredell-Statesville Schools – Earth Science
Aquifers
Standard 2 - Hydrosphere
https://pssmentoring.wikispaces.com/Edible+Aquifer
Water Cycle USGS
http://water.usgs.gov/edu/watercycle.html
Condensation
Water Cycle
Cloud in a Bottle
http://www.scholastic.com/teachers/activity/water-cycle-studyjams-activity
Oceans
http://legacy.mos.org/oceans/
Water Quality
http://www.globalwatershed.mtu.edu/docs/watershed_connections/Watershed_Connections_Lesson_4_Water_Q
uality_and_Land_Use.pdf
Groundwater
https://www.youtube.com/watch?v=uQRvN6MUajE
http://pubs.usgs.gov/fs/fs-103-03/JBartolinoFS(2.13.04).pdf
Macroinvertebrates
http://ssts.pbworks.com/f/Macroinvertebrate+Monitoring-1.pdf
Salinity/Density
http://serc.carleton.edu/NAGTWorkshops/oceanography/activities/73296.html
Pfiesteria
http://water.epa.gov/learn/resources/midsh/upload/2001_03_19_nps_nps_edu_hysteria.pdf
Fronts
Standard 2 – Weather and Climate
http://mjksciteachingideas.com/pdf/FrontFoldable.pdf
Weather Projects
http://sciencespot.net/Media/wthrpicks.pdf
Weather Scavenger Hunt
http://sciencespot.net/Media/wthrscvht.pdf
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2014 Iredell-Statesville Schools – Earth Science
Layers of Atmosphere
http://www.geosociety.org/educate/LessonPlans/Layers_of_Atmosphere.pdf
Weather/Climate Video
http://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/weather-and-climate.htm
Weather Maps
http://sciencespot.net/Media/wthrmapchall.pdf
Layers of Atmosphere
http://www.geosociety.org/educate/LessonPlans/Layers_of_Atmosphere.pdf
Weather
http://teacher.scholastic.com/activities/wwatch/
Air Masses and Fronts
http://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/air-masses-and-fronts.htm
Global Warming
http://erp.unc.edu/files/2013/07/Impact_on_Wildlife_Lesson_and_cards.pdf
http://www.skepticalscience.com/print.php?r=168
Isobars/Isotherms
http://www.nc-climate.ncsu.edu/edu/k12/.IsobarIsotherm
http://www.learnearthscience.com/pages/For_Teachers/Labs/isobarandisothermmaplab.pdf
Weather Vocab
http://school.discoveryeducation.com/curriculumcenter/weather/glossary.html
Ozone
http://pequotlakes.k12.mn.us/index.cfm?pageid=8245#Reading
El Nino
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/eln/home.rxml
NC Clean Air
http://www.ncair.org/airaware/n&o_aq_insert_05022006.pdf
Standard 2 - Ecology
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2014 Iredell-Statesville Schools – Earth Science
Recycling
http://www.biologycorner.com/worksheets/recyclecity.html#.U6GmLI1dWRJ
Invasive Species
http://www.biologycorner.com/worksheets/articles/zebra_mussels.html
http://ipm.ncsu.edu/cotton/insectcorner/PDF/Kudzu%20Bug%20Handout_Field%20Crops.Final.pdf
Resources Cake Lab
http://rprogress.org/training_manual/eat-cake.pdf
Consumerism
Video: http://storyofstuff.org/
Worksheet
Ecological Footprint
http://www.osstf.on.ca/Default.aspx?DN=8298,7218,491,355,365,Documents
Climate Text
http://wms.whitnallschools.com/ourpages/auto/2013/9/11/37940985/chap_NA_17.pdf
Greenhouse Effect
http://www.met.ie/education/pdfs_eng/Lesson%20Plan%20Greenhouse%20Effect.pdf
Energy
http://www1.eere.energy.gov/education/pdfs/activitybook_2014.pdf
http://cleanet.org/clean/literacy/energyquiz.html
Renewable Energy
http://iei.ncsu.edu/wp-content/uploads/2013/01/renewableenergync.pdf
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/renewable-fuels.htm
Food Web
http://www.biologycorner.com/worksheets/food_web_label.html#.U6HJkY1dWRJ
Ecosystems
http://www.biologycorner.com/worksheets/comparing_ecosystems.html
Ecology
http://edhd.bgsu.edu/~sbanist/611/final/heather/heatherecology1.pdf
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2014 Iredell-Statesville Schools – Earth Science
Formative Assessment Resources
Resource
Quizlet
Tools for Formative
Assessment
NY Regents Exam
http://quizlet.com/class/110277/ - Lists of earth and environmental science vocabulary.
http://www.levy.k12.fl.us/instruction/Instructional_Tools/60FormativeAssessment.pdf
http://reviewearthscience.com/pages/topic-tests.php - practice test questions
http://regentsprep.org/Regents/core/questions/topics.cfm?Course=ESCI
Think Maps
https://docs.google.com/a/iss.k12.nc.us/file/d/0B1RoQuHpR9OfRk9LTWpmRUF1Q0k/edit
Class Zone Practice Tests
http://www.classzone.com/books/ml_science_earth/page_build.cfm?content=test_practice&state=none
KWL Chart
http://www.biologyjunction.com/kwl_chart.pdf
Vocab Review
https://flashcards.engrade.com/earthsciencefinalexamrev
http://www.flashcardmachine.com/earth-science-finalexam.html
NC Final Exam (released)
http://www.ncpublicschools.org/docs/accountability/common-exams/released-forms/highschool/science/earthenvironment/common-exam.pdf
NCDPI Sample Questions
http://www.ncpublicschools.org/docs/accountability/common-exams/released-forms/highschool/science/earthenvironment/common-exam.pdf
Glencoe Sample
Assessments
http://glencoe.mcgraw-hill.com/sites/0078617006/student_view0/standardized_test_practice.html
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