Student Environmental, Earth & Space Science Checklist
Name ______________________________________
Earth in the Universe
EES.1.1 Explain the Earth’s role as a body in space.
Learning Targets (I can)
1.1.0 GED
understand the Big Bang Theory and the
development of the Universe
1.1.0 GED
identify the major structures of the universe
1.1.0 GED
describe the stages of the life span of a star
1.1.0 GED
explain processes for identifying the age of the
Earth
1.1.1
explain how the formation of the solar system
created the sequence of bodies and the relative
motion that defines our solar system
1.1.1
explain the hierarchy of the solar system
compared to the Universe
1.1.2 GED
explain how the relative motions of the earth,
sun, and moon cause ocean tides
explain the reason that earth has four seasons
based on the tilt of the earth’s axis of rotation
and earth’s motion relative to the sun
relate earth’s initial formation to its present day
spherical shape
1.1.3
explain how the sun produces energy which is
transferred to the Earth by radiation
1.1.4
explain how incoming solar energy makes life
possible on Earth
Criteria for Success (I will)
Mastery
Level %
Date
 describe the Big Bang Theory
 describe how the Universe developed
 identify galaxies, stars, constellations, and solar systems
 explain the formation of protostars, their transition to stars, their developmental
sequence, and their demise
 explain radiometric dating of rocks and fossils
 describe the motions of precession and nutation and their effect on Earth’s orbit around
the sun
 describe Earth’s primary motions relative to hose of the solar system and galaxy
 demonstrate how bodies in space both create and are affected by the gravitational
attraction of adjacent bodies, resulting in elliptical orbits (motion)
 explain barycenter
 demonstrate the relative positions of the earth during different seasons
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identify combustion and burning objects
describe compare and contrast nuclear fusion and fission
explain the process of energy transference in a star
explain the equilibrium between gravity and particle motion in the core of a star
navigate the electromagnetic spectrum and identify features of associated wave energy
explain how the seasons are a result of the Earth’s tilted axis and the amount of solar
energy that Earth receives
Earth Systems, Structures, Processes
EES.2.1 Explain how processes and forces affect the lithosphere.
Learning Targets (I can)
2.1.0 GED
discuss characteristics of the atmosphere and
effects on life
2.1.0 GED
describe characteristics of the ocean and the
effects on living things
2.1.0 GED
explain causes of rock weathering
2.1.0 GED
describe the internal structure of the Earth
2.1.1 GED
explain how the rock cycle, plate tectonics,
volcanoes, and earthquakes impact the
lithosphere
2.1.2 GED
demonstrate the locations of volcanoes,
earthquakes, and faults based on information
contained in a variety of maps
Criteria for Success (I will)
 identify atmospheric layers and gases
 discuss atmospheric gases on climate change
 explain the composition of salt water
 understand ocean currents
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know the major wind patterns
know how wind and water cause weathering
identify the Earth’s core, mantle, and crust
relate tectonic plates to volcanoes, earthquakes and the formation of land features
explain the forces and materials in the rock cycle
explain how different mechanisms influence plate motion
understand the relationship between plate boundary types and their features
 locate volcanoes within the continental United States by accessing informational text
from the world wide web
 locate volcanoes in what is known as the “ring of fire” from the world wide web
 pinpoint major earthquakes of the past based on text from the world wide web and
other textual resources
 pinpoint current earthquake activity using maps provided on the world wide web
Mastery
Level %
Date
2.1.3 GED
describe how weathering, erosion, and soil
formation affects Earth’s surface
2.1.4 GED
explain the probability of and preparation for
geohazards such as landslides, avalanches,
earthquakes and volcanoes in a particular area
based on available data
 understand how the processes of weathering and erosion contribute to the formation
of soils
 understand the differences in physical and chemical weathering
 explain effects of climate on rates
 know common types of mass wasting and the hazards associated with volcanoes,
earthquakes, floods, etc.
 identify potential geohazards based on text and map data
Earth Systems, Structures, Processes
EES.2.2 Understand how human influences impact the lithosphere
Learning Targets (I can)
2.2.1
describe the consequences of human activities
on the lithosphere focusing on mining,
deforestation, agriculture, overgrazing,
urbanization, and land use
2.2.2 (GED)
compare the various methods humans use to
acquire traditional energy sources (such as peat,
coal, oil, natural gas, nuclear fission, and wood)
Criteria for Success (I will)
Mastery
Level %
Date
Mastery
Level %
Date
Mastery
Level %
Date
Mastery
Level %
Date
 make informed decisions on the types and locations of development to reduce
potential impact to human activities
 identify the short and long-term consequences of human activity on the lithosphere
 identify the sources of energy and their uses, and environmental impacts
Earth Systems, Structures, Processes
EES.2.3 Explain the Structure and Processes within the Hydrosphere
Learning Targets (I can)
2.3.1
explain how water is an energy agent (currents
and heat transfer)
2.3.2
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)
 understand the role of water in weather and atmospheric change
 use concepts of fluid density to describe global water movement and ocean currents
and their effect in disturbing heat around the globe
 understand the concepts and dynamics of river systems with emphasis and examples
drawn from North Carolina river systems
 list and describe common methods used to conserve both water quantity and quality
Earth Systems, Structures, Processes
EES.2.4 Evaluate how humans use water
Learning Targets (I can)
2.4.1
understand how humans use water, and the
consequences of population growth, misuse and
pollution of water
2.4.2
understand the role of saltwater and wetlands in
aquatic systems
Criteria for Success (I will)
 list and describe how humans use water, what the effects of overuse are, and the
consequences for present and future populations
 understand that water is described in terms of both quantity and quality
 describe common sources and types of water pollutants and their impact on surface
and groundwater resources
Earth Systems, Structures, Processes
EES.2.5 Understand the structure of and processes within our atmosphere
Learning Targets (I can)
2.5.1 (GED)
describe the structure and composition of Earth’s
atmosphere
2.5.2
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 GED
explain how circular storms form based on the
interaction of air masses
2.5.4
explain how weather maps are used to predict
local weather patterns
Revised 9/12/13
Criteria for Success (I will)
 describe Earth’s atmosphere and the way it changes as altitude increases
 describe the main types of severe weather and identify actions to be taken to remain
safe during them
 apply to basic concepts of atmospheric heating, air pressure, and relative humidity to
the formation of air masses and movement and interaction of fronts
 interpret simple weather maps and predict future changes in local weather based on
weather maps
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 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
Earth Systems, Structures, Processes
EES.2.6 Analyze patterns of global climate change over time
2.5.5
explain how human activities affect air quality
Learning Targets (I can)
2.6.1
explain the difference between weather and
climate
2.6.2
explain changes in global climate due to natural
processes
2.6.3
explain how deforestation and the burning of
fossil fuels contribute to global climate change
2.6.4
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)
Mastery
Level %
Date
Mastery
Level %
Date
Mastery
Level %
Date
 explain major climate categories (Koppen climate classification system temperate,
tropical, and polar)
 compare weather and climate
 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)
 identify the process by which deforestation leads to changes in global climate
 describe the effects of burning fossil fuels on the climate globally
 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
Earth Systems, Structures, Processes
EES.2.7 Explain how the lithosphere, hydrosphere, and atmosphere individually and collectively affect the biosphere
Learning Targets (I can)
2.7.0 GED
describe cycles of matter in living and nonliving
things
2.7.0 GED
discuss renewable versus nonrenewable natural
resources
2.7.1
explain how biotic and abiotic factors determine
biome classification
2.7.2
explain why biodiversity is important to the
biosphere
Criteria for Success (I will)
 explain the Carbon Cycle
 explain the Nitrogen Cycle
 compare sustainability of natural resources
 describe extraction techniques for fossil fuels (coal, oil, and gas)
 match landforms and soils (and their change over time) to biomes( temperature,
rainfall, altitude, type of plant, latitude, type of animals)
 define the biosphere as all life on Earth
 explain biodiversity including genetic variation within populations and variation of
populations within ecosystems that makeup the biosphere
 explain the global impact of loss of biodiversity
2.7.3
 explain effects of human population growth, habitat alteration, introduction of invasive
explain how human activities impact the
species, pollution and overharvesting on various plant and animal species in NC
biosphere
 explain effects of invasive nonnative species (plant or animal) on an NC ecosystem
 summarize ways to mitigate human impact on the biosphere
Earth Systems, Structures, Processes
EES.2.8 Evaluate human behaviors in terms of how likely they are to ensure the ability to live sustainably on Earth
Learning Targets (I can)
2.8.1
evaluate alternative energy technology
2.8.2
recognize the various agriculture/aquaculture
techniques and their advantages and
disadvantages
2.8.3
explain how the human population impacts
natural resources
2.8.4
propose the reasons citizens should reduce,
recycle, and reuse to reduce the impact on
natural resources
Revised 9/12/13
Criteria for Success (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)
 evaluate which sources of alternative energy may work best in different parts of the
state and why
 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
 judge potential impact of sustainable techniques on environmental quality (include
magnitude, duration, frequency)
 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
 explain how ecological footprints exist at the personal level and extend to larger scales
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