SCIENCE CURRICULUM
Earth Science
2009 Revision Team
Jenny Groh
Central Office
David Wade
Stuarts Draft High School
Chase Hughes
Stuarts Draft High School
Rob Killmon
Fort Defiance High School
Augusta County, Virginia
Rob Maxwell
Buffalo Gap High School
Dane Barr
Wilson Memorial High School
Philosophy for Teaching Science in Augusta County:
All of us have a stake, as individuals and as a society, in
scientific literacy. An understanding of science makes it
possible for everyone to share in the richness and excitement
of comprehending the natural world. Scientific literacy
enables people to use scientific principles and processes in
making personal decisions and to participate in discussions of
scientific issues that affect society. A sound grounding in
science strengthens many of the skills that people use every
day, like solving problems creatively, thinking critically,
working cooperatively in teams, using technology effectively,
and valuing life-long learning. And the economic productivity
of our society is tightly linked to the scientific and
technological skills of our work force.
Acknowledgements: National Science Education
Standards, 1998.
Material Resources:
The textbook used and referenced in this curriculum guide is Holt Earth Science (Allison, M., DeGaetano, A., &
Pasachoff, J. (2006). Holt Earth Science. Orlando: Holt, Rinehart, and Winston.) and all its supplemental materials.
Each section also has related web sites that can be used in conjunction with the textbook.
Suggested Pacing Guide:
Topic
Introduction to Earth Science
Holt Chemistry
Textbook Correlation
Chapter 1
SOL
Correlation
Earth Basics/Energy/Ecology
Chapter 2
Maps
Chapter 3
Chemistry
Chapter 4
Minerals
Chapter 5
Rocks
Chapter 6
Resources
Chapter 7
Rock Record
Chapter 8
Geologic History
Chapter 9
Plate Tectonics
Chapter 10
Mountains
Chapter 11
3
Earthquakes
Chapter 12
3
Volcanoes
Chapter 13
3
Weathering/Soils
Chapter 14
ES. 9 a,b
1
Rivers
Chapter 15
ES.9 d,e,f
2
Groundwater
Chapter 16
ES. 9 c
1
Glaciers
Chapter 17
1
Wind/Waves
Chapter 18
1
Ocean Basins
Chapter 19
Ocean Water
Chapter 20
3
Ocean Movements
Chapter 21
2
Atmospheric Characteristics
Chapter 22
Water in the Atmosphere
Chapter 23
ES.1 a,b,c,d,e
ES.2 a,b,c,d,e
Suggested Days
to Complete
2
2
ES.1 c
ES.3 a,b,c,d
2
1
ES.5 a,b
ES. 6 a,b,c
3
3
1
ES. 10 a,b,c,d
4
4
ES. 8 a,b,c
ES.11 a,b,c,d
ES.12 a,b,c,d,e
3
2
4
5
ES.13 a,b,c,d
Weather
Chapter 24
Climate
Chapter 25
Studying Space
Chapter 26
ES. 4 and 14
2
Planets
Chapter 27
ES. 4 c,d
6
Minor Bodies
Chapter 28
ES. 4 b
3
Sun
Chapter 29
Stars/Galaxies/Universe
Chapter 30
SOL Review and Test
Final Exam
7
1
ES. 4 a,b
ES. 14 a,b,c,d,e
2
4
Earth Science Curriculum
Topic: Studying the Earth (Chapters 1-3)
Major
Earth
Curriculum Science
Area
SOL
Lab Safety
Chapter 1
Introduction to
Earth Science
ES.1 a,b,c,d,e,
ES.2 a,b,c,d,e
Essential Knowledge and Skills
Technology
Activities

Measure mass and volume of materials
in the lab.
Websites:
Density
Lab

Calculate density.

Interpret data from a graph or table that
shows change in mass, density, or
temperature with time.

Interpret data from a graph or table that
shows changes with temperature or
pressure with depth.

Compare topographic maps of different
scales.

Construct a graph, table, chart, and/or
diagram from data.

Interpret graphs and diagrams.

Use the scientific method to design and
test a hypothesis.

Make predictions using scientific data
and data analysis.

Use data to support or reject a
hypothesis.

Explain how the scientific method is
used to validate scientific theories.
emsc32.nysed.gov/osa/ref
table
Graphing
Skills
www.topomaps.usgs.gov
Salt Water
Lab
GPS units and GPS software
Chapter 2
Earth as a
System
Websites:
http://www.uky.edu/AS/Geology/ho
well/goodies/ (animations)
Chapter 3
Models of the
Earth
ES.1 c
ES.3 a,b,c,d

Read and interpret maps, including
legends and lines (e.g., contour and
isobar) used on maps.

Locate points and directions on maps
and globes using latitude and longitude.

Construct profiles from topographic
contours.

Determine distance and elevation on a
Websites:
http://www.flashearth.com/
http://www.enchantedlearning.com/g
eography/mapreading/
http://www.lpi.usra.edu/resources/m
apcatalog/LTM/
http://www.enchantedlearning.com/g
eography/mapreading/
http://www.tasagraphicarts.com/wor
ksheettopo1.html
http://www.csufresno.edu/library/sub
jectresources/maps/topos.html
http://www.topozone.com/
Topographic
Map Activities
Longitude and
Latitude Map
Activities
map.

http://www.westcairn.com/maps/wor
ld-maps.html
Identify a hilltop, stream, and valley on
a topographic map.
Topic: Composition of the Earth (Chapters 4-7)
Major
Earth
Curriculum Science
Area
SOL
Essential Knowledge and Skills
Chapter 4
Earth
Chemistry
Chapter 5
Minerals of
Earth’s Crust
Activities
Websites:
Element Poster
http://www.chem4kids.com/files/ele
m_intro.html
http://www.chemicalelements.com/
http://education.jlab.org/elementflas
hcards/
ES.5 a,b


Chapter 6
Rocks
Technology
ES. 6 a,b,c
A mineral is a naturally-occurring,
inorganic, solid substance with a
definite chemical composition and
structure.
Minerals may be identified by their
physical properties such as hardness,
color, luster, and streak.

Most rocks are made of one or more
minerals.

Some major rock-forming minerals are
quartz, feldspar, calcite, and mica.

Ore minerals include pyrite,
magnetite, hematite, galena, halite,
graphite, and sulfur.

The major elements found in the
Earth’s crust are oxygen, silicon,
aluminum, and iron. The most
abundant group of minerals is the
silicates, which contain silicon and
oxygen.

Igneous rock forms from molten rock
that cools and hardens either below or
on the Earth’s surface.
Websites:
www.nationalgeographic.co
m
www.minerals.net
http://www.galleries.com/minerals/bi
rthsto.htm
http://webmineral.com/jmol/index.sh
tml
http://webmineral.com/determin.sht
ml
http://www.americangemsociety.org/
birthstones.htm#june
http://www.uky.edu/AS/Geology/ho
well/goodies/ (animations)
Mineral
Flowchart
Mineral ID
Lab
Birthstone/
Mineral
Project
Mineral
Construction
from Paper
Cutouts
Silica
Tetrahedron
Models (using
toothpicks,
marshmallows,
etc.)
Websites:
http://www.geosociety.org/educate/
http://www.classzone.com/books/ear
th_science/terc/content/investigation
s/es0602/es0602page02.cfm
(Rock Cycle animation)
http://www.uky.edu/AS/Geology/ho
well/goodies/ (animations)

Extrusive igneous rocks have small
crystals and a fine-grained texture.

Intrusive igneous rocks have larger
crystals and a coarse-grained texture.
Movies:
Extrusive igneous rocks include
pumice, obsidian, and basalt.
Rocks and Minerals (Eye
Witness Video)

Elements Lab
Rock Cycle
Children’s
Book
Rock ID Lab
(including
uses)
Rock Cycle
Chart
Chapter 7
Resources and
Energy
ES. 7

Intrusive igneous rocks include
granite.

Sedimentary rocks form from rock
fragments or organic matter bound
together, or are formed by chemical
precipitation.

Metamorphic rocks form by the effects
of heat, pressure, or chemical action
on other rocks.

Sedimentary rocks are clastic or
nonclastic.

Clastic sedimentary rocks are made up
of fragments of other rocks and
include sandstone, conglomerate, and
shale.

Non-clastic sedimentary rocks include
limestone and gypsum.

Metamorphic rocks can be foliated or
unfoliated.

Foliated metamorphic rocks have fine
layers and include slate, schist, and
gneiss.

Unfoliated metamorphic rocks have
few or no layers and include marble
and quartzite.

Interpret the rock cycle diagram.

Classify the following rock types as
igneous, metamorphic, or sedimentary:
pumice, obsidian, basalt, granite,
sandstone, conglomerate, shale,
limestone, gypsum, slate, schist, gneiss,
marble, and quartzite.
 Renewable resources can be replaced by
nature at a rate close to the rate at which
they are used. Renewable resources
include vegetation, sunlight, and surface
water.
 Nonrenewable resources are renewed very
slowly or not at all. Nonrenewable
resources include coal, oil, and minerals.
 Fossil fuels are nonrenewable and may
cause pollution, but they are relatively
cheap and easy to use.
 In Virginia, major rock and mineral
resources include coal for energy, gravel
and crushed stone for road construction,
Alternative
Energy
Poster/Activity
and limestone for making concrete.
 Analyze the advantages and
disadvantages of various energy sources.
Topic: History of the Earth (Chapters 8 and 9)
Major
Earth
Curriculum Science
Area
SOL
Chapter 8
The Rock
Record
ES. 10 a,b,c,d
Essential Knowledge and Skills
Technology
Activities

Websites:
Relative Age
Activities
-law of
superposition,
crosscutting,
etc.
-correlation


The five physiographic provinces are
Coastal Plain, Piedmont, Blue Ridge,
Valley and Ridge, and Appalachian
Plateau.
The Coastal Plain is a flat area underlain
by young, unconsolidated sediments.
These layers of sediment were produced
by erosion of the Appalachian
Mountains and then deposited on the
Coastal Plain.
The Piedmont is an area of rolling hills
underlain by mostly ancient igneous and
metamorphic rocks. The igneous rocks
are the roots of volcanoes formed during
an ancient episode of subduction that
occurred before the formation of the
Appalachian Mountains.

The Blue Ridge is a high ridge
separating the Piedmont from the Valley
and Ridge Province. The billion-year old
igneous and metamorphic rocks of the
Blue Ridge are the oldest in the state.
Some metamorphism of these rocks
occurred during the formation of the
Appalachian Mountains.

The Valley and Ridge province is an
area with long parallel ridges and valleys
underlain by ancient folded and faulted
sedimentary rocks. The folding and
faulting of the sedimentary rocks
occurred during a collision between
Africa and North America. The
collision, which occurred in the late
Paleozoic, produced the Appalachian
Mountains.

The Appalachian Plateau has rugged
irregular topography and is underlain by
ancient, flat-lying sedimentary rocks.
The area is actually a series of plateaus
separated by faults. Most of Virginia’s
coal resources are found in the plateau
province.

Label a map of the physiographic
www.paleoportal.org
http://www.fossilmuseum
.net/
http://www.virginiaplaces.or
g/regions/physio.html
http://web.wm.edu/geology/v
irginia/?svr=www
http://csmres.jmu.edu/geollab
/vageol/vahist/PhysProv.html
(VA provinces)
Radioactive
Decay Lab
with Skittles or
Beans
VA’s
Provinces Map
Fossil
Formation Lab
using Clay/
Play Dough
provinces of Virginia.
Chapter 9
A View of
Earth’s Past
ES. 10 a,b,c,d

A fossil is the remains, impressions, or
other evidence of the former existence
of life preserved in rock.

Some ways in which fossils can be
preserved are molds, casts, and
original bone or shell.

Almost all fossils are found in
sedimentary rocks.

In Virginia, fossils are found mainly in
the Coastal Plain, Valley and Ridge,
and Appalachian Plateau provinces.

Most Virginia fossils are of marine
organisms. This indicates that large
areas of the state have been
periodically covered by seawater.

Relative time places events in a
sequence without assigning any
numerical ages.

Fossils, superposition, and crosscutting relations are used to determine
the relative ages of rocks.

Absolute time places a numerical age
on an event.

Radioactive decay is used to determine
the absolute age of rocks.

Interpret a simple geologic history
diagram using superposition and
cross-cutting relations.

Paleozoic, Mesozoic, and Cenozoic
fossils are found in Virginia.

Describe how life has changed and
become more complex over geologic
time.
Websites:
http://www.amnh.org/exhibitions/din
osaurs/mammal.php
http://earthguide.ucsd.edu/ear
thguide/diagrams.html
(diagrams)
Geologic Time
Scale Project
(with adding
machine paper)
Movies:
Walking with Dinosaurs
(Discovery Channel)
Tyrannosaurus Sue
(Dateline)
Topic: The Dynamic Earth (Chapters 10-13)
Major
Earth
Curriculum Science
Essential Knowledge and Skills
Technology
Activities
Area
SOL
Chapter 10
Plate Tectonics
ES. 8 b,c

Plate tectonics is driven by convection
in the Earth’s mantle.
Websites:
Puzzle“Pangea”
www.platetectonics.com

When rocks are compressed
horizontally, their layers may be
deformed into wave-like forms called
folds. This commonly occurs during
continental collisions.
 Relative plate motions and plate
boundaries are convergent (subduction
and continental collision), divergent
(sea-floor spreading), or transform.
http://www.seismo.unr.edu/ftp/pub/l
ouie/class/100/plate-tectonics.html
http://www.uky.edu/AS/Geology/ho
well/goodies/ (animations)
http://earthguide.ucsd.edu/ear
thguide/diagrams.html
(diagrams)
Ridge Push/
Slab Pull
Demo with
Students
Movies:
Southern Appalachians
(USGS)
 Major features of convergent boundaries
include collision zones (folded and
thrust-faulted mountains) and
subduction zones (volcanoes and
trenches).
 Major features of divergent boundaries
include mid-ocean ridges, rift valleys,
and volcanoes.
 Major features of transform boundaries
include strike-slip faults.

Ocean crust is relatively thin, young and
dense.

Continental crust is relatively thick, old,
and less dense.

Continental drift is a consequence of
plate tectonics.
Websites:
Chapter 11
Deformation of
the Crust
http://www.uky.edu/AS/Geology/ho
well/goodies/ (animations)
Playdough/
Clay
Demonstration
http://earthguide.ucsd.edu/ear
thguide/diagrams.html
(diagrams)
Movies:
Planet Earth: Mountains
Chapter 12
Earthquakes
 Earthquake activity is associated with all
plate boundaries.


A fault is a break or crack in the
Earth’s crust along which movement
has occurred.
Most active faults are located at or
near plate boundaries. Earthquakes
result when movement occurs along a
Websites:
www.earthquakes.usgs.gov
www.neic.usgs.gov
http://www.seismolab.caltech.edu/
http://www.nationalgeographic.com/
forcesofnature/
(interactive
activity)
http://projects.crustal.ucsb.edu/under
standing/
http://earthquake.usgs.gov/eqcenter/r
ecenteqsww/Maps/10/205_20.php
Slinky Demo
(Types of
Waves)
Fault/Fold
Demos
fault.
 The Earth consists of a solid, mostly iron
inner core; a liquid, mostly iron outer
core; a rocky, plastic mantle; and a
rocky, brittle crust.
http://www.urbanedpart
nership.org/target/techn
ology/secondary/earthqu
akes/index.html
(virtual earthquake)
 The lithosphere is the solid outer shell of
Movies:
Earth.
Great Quakes (Learning
Channel)
Earthquakes (NOVA)

Chapter 13
Volcanoes
A volcano is an opening where magma
is erupted onto the Earth’s surface. Most
volcanic activity is associated with
subduction, rifting or sea-floor
spreading.

Hot spot volcanic activity is exceptional
in that it is not related to plate
boundaries.
Websites:
http://dsc.discovery.com/convergenc
e/supervolcano/interactive/interactiv
e.html
http://www.nationalgeograph
ic.com/forcesofnature/
(interactive activity)
Diet Coke and
Mentos
Vinegar and
Baking Soda
http://volcanoes.usgs.gov/
Movies:
Ring of Fire
Volcano Watchers (PBS)
Nature’s Inferno (National
Geographic)
Topic: Reshaping the Crust (Chapters 14-18)
Major
Earth
Curriculum Science
Area
SOL
Chapter 14
Weathering
and Erosion
ES. 9 a,b
Essential Knowledge and Skills


Weathering is the process by which
rocks are broken down by the action of
water, air, and organisms.
Erosion is the process by which earth
materials are transported by moving
water, ice, or wind.

Deposition is the process by which
Earth materials carried by wind, water,
or ice settle out and are deposited.

Weathering accelerates erosion and
thus increases the rate of deposition.

The potential for erosion is greatest in
areas of high relief.

The potential for deposition is greatest
in areas of low relief, especially
standing water, and particularly the
ocean.
Technology
Activities
Websites:
www.physicalgeography.net
Affect of Acid
on Rocks
http://www.uky.edu/AS/Geology/ho
well/goodies/ (animations)
Movies:
Thunder on the Mountain
(National Geographic)
Soil Sampling
Stream Tables
(Erosion/
Deposition)
Soil Lab

Chapter 15
River Systems
ES. 9 d,e,f


Soil is loose rock fragments and clay
derived from weathered rock mixed
with organic material.
Interpret a simple hydrologic cycle
diagram, including evaporation,
condensation, precipitation, and
runoff.
The three major regional watershed
systems in Virginia lead to the
Chesapeake Bay, North Carolina
Sounds and the Gulf of Mexico.
Websites:
Augusta County
Service Authority
http://cfpub.epa.gov/surf/huc.cfm?hu
c_code=02070005
http://www.watersheds.org/earth/kar
st.htm
http://ga.water.usgs.gov/edu/earthriv
erslandscape.html
http://www.uky.edu/AS/Geology/ho
well/goodies/ (animations)
Annual Water
Report
Water Budget
Activity
Movies:
Flood (National Geographic)
Chapter 16
Groundwater
ES. 9 c

Karst topography includes features
like caves and sinkholes.

Karst topography forms when
limestone is slowly dissolved away
by slightly acidic groundwater.

Where limestone is abundant in the
Valley and Ridge province of
Virginia, karst topography is
common.
Websites:
www.luraycaverns.com
Chapter 17
Glaciers

Permeability is a measure of the
ability of a rock or sediment to
transmit water or other liquids.

Water does not easily pass through
impermeable materials.

Geological processes, such as erosion,
and human activities, such as waste
disposal, can pollute water supplies.

Interpret a simple groundwater
diagram showing the zone of aeration,
the zone of saturation, the water table,
and an aquifer.
http://www.goodearthgraphics.com/v
irtcave/
http://www.uky.edu/AS/Geology/ho
well/goodies/ (animations)
http://earthguide.ucsd.edu/ear
thguide/diagrams.html
(diagrams)
Drawing Bats
Activity
Movies:
Planet Earth: Caves
Websites:
http://www.uky.edu/AS/Geol
ogy/howell/goodies/
(animations)
Movies:
Ice Worlds (Planet Earth)
Chapter 18
Erosion by
Wind and
Waves
Sinkhole/Cave
Formation Lab
using
Sugar/Salt and
Sand
Websites:
http://www.uky.edu/AS/Geol
ogy/howell/goodies/
(animations)
Glacier
Diagrams
Topic: Oceans (Chapters 19-21)
Major
Earth
Curriculum Science
Area
SOL
Chapter 19
The Ocean
Basins
ES. 11 a,b,c,d
Essential Knowledge and Skills
Technology
Activities

Websites:
www.nodc.noaa.gov
http://earthguide.ucsd.edu/ea
rthguide/diagrams.html
(diagrams)
Deep Ocean
Tour Brochure
Features of the seafloor that are related
to plate tectonic processes include midocean ridges and trenches.

Chapter 20
Ocean Water

Algae in the oceans are an important
source of atmospheric oxygen.

The oceans are an important source of
food and raw materials.

Chapter 21
Movements of
the Ocean
Other major topographic features of
the oceans are continental shelves,
continental slopes, abyssal plains, and
seamounts
Movies:
Blue Planet: Seas of Life
(BBC series)
IMAX: Deep Sea
Websites:
http://earthguide.ucsd.edu/ea
rthguide/diagrams.html
(diagrams)
Pollution and over-fishing can harm or
deplete valuable resources

Upwellings bring cold, nutrient-rich
water from the deep ocean to the
surface and are areas of rich biological
activity.

Estuaries, like the Chesapeake Bay,
are areas where fresh and salt water
mix, producing variations in salinity
and high biological activity.

The stored heat in the ocean drives
much of the Earth’s weather.

The stored heat in the ocean causes
climate near the ocean to be milder
than climate in the interior of
continents.

Sonar Lab
Some ocean currents are convection
currents

The tides are the daily, periodic rise
and fall of water level caused by the
gravitational pull of the sun and moon.

Most waves on the ocean surface are
generated by wind.

There are large current systems in the
oceans that carry warm water towards
the poles and cold water towards the
Movies:
Killer Wave (National
Geographic)
Tsunami!
“The Wave”
and Rope
Demo (only
energy is
propagated in a
wave)
equator.

Sea level falls when glacial ice caps
grow and rises when the ice caps melt.
Topic: Atmospheric Forces (Chapters 22-25)
Major
Earth
Curriculum Science
Area
SOL
Chapter 22
The
Atmosphere
ES.12
a,b,c,d,e
Essential Knowledge and Skills

Convection is a current that is set up
when hot, less dense material rises,
cools, becomes denser, and sinks.

Convection is the major mechanism of
energy transfer in the oceans,
atmosphere, and Earth’s interior.

Convection in the atmosphere is a
major cause of weather.

The early atmosphere contained little
oxygen and more carbon dioxide than
the modern atmosphere.

Early photosynthetic life (algae and
blue-green algae) generated oxygen
and consumed carbon dioxide.

It was only after early photosynthetic
life generated oxygen that animal life
became possible.

The Earth’s atmosphere is 21 percent
oxygen, 78 percent nitrogen, and 1
percent trace gases.

Human activities have increased the
carbon dioxide content of the
atmosphere.

Man-made chemicals have decreased
the ozone concentration in the upper
atmosphere.

Volcanic activity and meteorite
impacts can inject large quantities of
dust and gases into the atmosphere.

The ability of the Earth’s atmosphere
to absorb and retain heat is affected by
the presence of gases like water vapor
and carbon dioxide.

Explain how volcanic activity or
meteor impacts could affect the
Technology
Activities
Weather Instruments
Barometer
Anemometer
Hygrometer-Psychrometer
Thermometer
Wind Vane
Labeling the
Layers of the
Atmosphere
Activity
Websites:
www.weather.com
www.noaa.gov
http://earthguide.ucsd.edu/ear
thguide/diagrams.html
(diagrams)
Alphabet
Activity/
PowerPoint
(Use a
meteorological
term for each
letter)
atmosphere and life on Earth.
Websites:
Chapter 23
Water in the
Atmosphere
http://eo.ucar.edu/webweathe
r/activities.html
(cloud in a jar)
Psychrometer
Lab
Cloud in a Jar
Activity
Cloud
Labeling
Activity
Chapter 24
Weather
ES. 13 a,b,c,d


ES. 13 d
The conditions necessary for cloud
formation are: air is at or below dew
point; and condensation nuclei are
present.

Cloud droplets can join together to
form precipitation.

The Coriolis effect causes deflections
of the atmosphere due to the rotation
of the Earth.

The Coriolis effect helps to create the
global wind pattern.

Label a diagram of global wind
patterns.

Read and interpret data from a
thermometer, a barometer, and a
psychrometer.

Read and interpret a weather map.

Identify cirrus, cumulus, and stratus
clouds.

Predict weather based on cloud type,
temperature, and barometric pressure.

A tornado is a narrow, violent funnelshaped column of spiral winds that
extends downward from the cloud
base to Earth.

Chapter 25
Climate
Weather describes day-to-day changes
in atmospheric conditions.

Websites:
http://dstreme.comet.ucar.edu
/index.html#forecast
http://www.wunderground.com/mod
elmaps/maps.asp
http://www.wunderground.com/hurri
cane/hurrarchive.asp
http://www.hurricanecity.com/
http://www.hurricanetrack.com/
http://www.nhc.noaa.gov/
http://www.weather.com/
http://www.nationalgeographic.com/
forcesofnature/ (interactive
activity)
http://www.enchantedlearnin
g.com/themes/weather.shtml
http://www.uen.org/weather/
activities.shtml
Movies:
Fire and Ice
Floods, Hurricanes, and
Tornadoes
Lightning (NOVA)
Killer Weather (NOVA)
A hurricane is a tropical cyclone
(counterclockwise movement of air)
characterized by sustained winds of
120 kilometers per hour or greater.
Climate describes the typical weather
patterns for a given location over a
Websites:
http://www.wmo.ch/pages/index_en.
html
Cotton Ball
Cloud Lab
Weekly
Weather Maps
Activity
period of many years.

Areas near the equator receive more of
the sun’s energy per unit area than
areas nearer the poles.

The four major factors affecting
climate are latitude, elevation,
proximity to bodies of water, and
position relative to mountains.

Earth’s major climatic zones are the
polar, temperate, and tropical zones.
Topic: Space (Chapters 26-30)
Major
Curriculum
Area
Chapter 26
Studying
Space
Earth
Science
SOL
ES. 4 a,b
Essential Knowledge and Skills

Apollo 11 was the first manned
landing on the moon.

Earth revolves around the sun, tilted
on its axis, causing seasons (equinoxes
and solstices).

Much of our knowledge about the
solar system is a result of space
exploration efforts. These efforts
continue to improve our understanding
of the solar system.
Technology
Websites:
www.NASA.com
http://www.astronomy.com/a
sy/default.aspx
http://earthobservatory.nasa.g
ov/Features/
http://www.nasa.gov/
http://www.sharetheskies.org
/iya2009.cfm
http://stardate.org/
http://www.astro.wisc.edu/~d
olan/constellations/extra/Zodi
ac.html
http://www.astrologyonline.com/persn.htm
http://mindflight.plymouth.ed
u/mflight/mf97/matthewp/Zo
diacConst.htm
http://visibleearth.nasa.gov/vi
ew_set.php?satelliteID=0
http://spaceplace.nasa.g
ov/en/kids/games.shtml
http://www.nasa.gov/au
dience/forkids/kidsclub/
flash/index.html
http://www.tooter4kids.
com/Space/Spaceindex.
htm
Movies:
IMAX Space Station
Apollo 13
The Right Stuff
October Sky
Activities
Chapter 27
Planets
Chapter 28
Minor
Bodies
Chapter 29
The Sun

Draw a diagram of the solar system
and label the planets.

There are essentially two types of
planets in our solar system.

Water occurs on Earth as a solid (ice),
a liquid, or a gas (water vapor) due to
Earth’s position in the solar system.

The four inner (terrestrial) planets
consist mostly of solid rock.

Four of the outer planets are gas
giants, consisting of thick outer layers
of gaseous materials, perhaps with a
small rocky core.

The Earth is the third planet from the
sun.

The fifth outer planet Pluto has an
unknown composition, and appears
solid.

The atmosphere of Venus is mostly
carbon dioxide and very dense.

The Martian atmosphere is very thin
and mostly carbon dioxide.

The moon revolves around Earth,
creating the moon phases and eclipses.

Solar eclipses occur when the moon
blocks sunlight from Earth’s surface,
while lunar eclipses whrn earth blocks
sunlight from reaching the moon’s
surface.

The tides are the daily, periodic rise
and fall of water level caused by the
gravitational pull of sun and moon.

Moons are natural satellites of planets
that vary widely in composition.

Comets orbit the sun and consist
mostly of frozen gases.

Asteroids are rocky or metallic iron
objects ranging in size from
millimeters to kilometers. They are the
source of most meteorites.

The sun consists largely of hydrogen
gas. Its energy comes from nuclear
fusion of hydrogen to helium.
Planet
Vacation
Brochure
Planets
PowerPoint
Scale Model of
the Solar
System (e.g.
1,000 yard
walk)
Websites:
http://lunar.arc.nasa.gov/educ
ation/activities/index.htm
Distance to the
Moon Activity
(scale model)
Moon Phases
(Oreo Lab,
Poster, etc.)
Labeling the
Sun Diagram
Chapter 30
Stars,
Galaxies,
and the
Universe
ES. 14
a,b,c,d,e


The Hubble Space telescope has
greatly improved our understanding of
the universe.
Movies:
Constellations
The Universe (BBC)
Stellar
Evolution
Poster
The Big Bang Theory states that the
universe began as a dense sphere that
expanded and eventually condensed
into galaxies.

The solar nebular theory explains that
the planets formed through condensing
of the solar nebula.

Stars form by condensation of
interstellar gas.

The Hertzsprung-Russell diagram
illustrates the relationship between the
absolute magnitude and the surface
temperature of stars. As stars evolve,
there position on the H-R diagram
moves.

Galaxies are collections of large
numbers (billions) of stars. The sun is
in the Milky Way galaxy.

The solar system is located in the
Milky Way Galaxy.

The basic types of galaxies are spiral,
elliptical, and irregular.

A light-year is the distance light
travels in one year and is the most
commonly used measurement for
distance in astronomy.

Much of our information about our
galaxy and the universe comes from
ground-based observations.
Topic: SOL/Final Exam Review
Websites:
http://quizhub.com/quiz/quizhub.cfm
http://highschoolace.com/ace/ace.cfm
http://www.doe.virginia.gov/VDOE/Assessment/releasedtests.html
http://education.jlab.org/solquiz/index.html
http://www.studyisland.com/demoAsk.cfm?myState=va
Hubble Tuning
Fork
Helpful Vocabulary List for SOL Test
Abundant
Accumulate
Accurate
Advantage
Common
Consistent
Contrast
Derived
Elapsed
Identical
Interaction
Numerous
Optimal
Original
Prevalent
Process
Production
Rotation
Secondary
Simulate
Suitable
Summary
Undisturbed
Various
Absorption
Attraction
Capacity
Deplete
Emit
Plane
Property
Recent
Equilibrium
Compare
Altering
Evidence
Actual
Flourish
Periodically
Primary
Optical
Sphere
Numerical
Convert
Earliest
Affected
Production
Percolate
Revolution
Development
Propose
Created
Obtain
mean (average)
Variable
Cycle
Abrupt
Permeability
Arrange
Emission
Placement
Infer
Interpolate
Distortion
Unique
Profile
Indicate
Typically
Deviation
Significant
Ratio
Vicinity
Relative
Characteristics
Immediate
Latest
Decrease
Catastrophe
Subjected
Simulate
Displace
Ascend
Valid
Renew
Predominant
Varied
Conserve
Degradable
Impact
Arrangement
Exposed
Source
Extrapolate
Porosity
Precision
Disadvantage
Arrangement
Rank
Disturbed
Summarize
Orientation
Estimate
Composition
Stationary
Concentration
Dominant
Increase
Essential
Infinity
Composite
Originate
Descend
Phenomenon
Permanent
Classified
Manipulate
Conservation
Depletion
Plain
Absorb
Decline
Demonstrate
Local Geology
Buffalo Gap High School
Buffalo Gap- a water gap
Falls Hollow Trail
Old Quarry on Rt. 254
Luck Stone Quarry
Elliott’s Knob
North River Gorge
Staunton Dam
Todd Lake
Braley Pond
Hearthstone Lake
Natural Chimneys
Ramsey’s Draft Wilderness
Deerfield Valley
Confederate Breastworks
Stokesville Observatory
Augusta Springs Wetlands and Trail
The divide between the Potomac River and James River watersheds seen outside windows of school
Goshen Pass
Fort Defiance High School
Grand Caverns
Middle River
Seawright Springs, Dicey Springs
Faulting of ridge near Spring Hill
Sink Holes
Natural Chimneys
Private property caves
Shenandoah National Park
Mt. Solon
Riverheads High School
Saint Mary’s Wilderness
Middlebrook Anticline at the Dump Site
Goshen Pass
Stuarts Draft High School
Sink Hole Ponds at Big Levels on Coal Road
St. Mary’s River
South River Floodplain
Round Hill
Massanutten Synclinorium
Blue Ridge Mountains
Conner Sand Quarry
Cranberry Hills Bog
Wilson Memorial High School
Vertical Sedimentary Layers along route 250
Crimora Mines
Humpback Rocks/ Blue Ridge Parkway/ Skyline Drive
Landfill
Wastewater Treatment Plant