Ongoing and Integrated
Coded Content Expectation
for Discipline & Inquiry
P1.2g Identify scientific tradeoffs in design
decisions and choose among alternative
solutions.
Earth Science Pacing Guide
Big Idea/Essential
Questions/Scaffold
Vocabulary
P1.2D Evaluate scientific explanations in a peer
review process or discussion format.
P1.2h Describe the distinctions between
scientific theories, laws, hypotheses, and
observations.
P1.2E Evaluate the future career and
occupational prospects of science fields.
P1.2i Explain the progression of ideas and
explanations that lead to science theories that are
part of the current scientific consensus or core
knowledge.
P1.2j Apply science principles or scientific data
to anticipate effects of technological design
decisions.
P1.2k Analyze how science and society interact
from a historical, political, economic, or social
perspective.
Earth Science Pacing Guide – Revised April 2010
1
Real World Content
Resources
Time: 3.5 Weeks
Unit 1:11 – Climate Change
Coded Content Expectation for
Discipline & Inquiry
E2.2 Energy in Earth Systems
Energy in Earth systems can exist in a number of
forms (e.g., thermal energy as heat in the Earth,
chemical energy stored as fossil fuels,
mechanical energy as delivered by tides) and can
be transformed from one state to another and
move from one reservoir to another. Movement
of matter and its component elements, through
and between Earth’s systems, is driven by Earth’s
internal (radioactive decay and gravity) and
external (Sun as primary) sources of energy.
Thermal energy is transferred by radiation,
convection, and conduction. Fossil fuels are
derived from plants and animals of the past, are
nonrenewable and, therefore, are limited in
availability. All sources of energy for human
consumption (e.g., solar, wind, nuclear, ethanol,
hydrogen, geothermal, hydroelectric) have
advantages and disadvantages.
E2.2D Identify the main sources of energy to the
climate system.
E5.4 Climate Change
Atmospheric gases trap solar energy that has
been reradiated from the Earth’s surface (the
greenhouse effect). The Earth’s climate has
changed both gradually and catastrophically over
geological and historical time frames due to
complex interactions between many natural
variables and events. The concentration of
greenhouse gases (especially carbon dioxide) has
increased due to human industrialization which
Earth Science Pacing Guide – Revised April 2010
Earth Science Pacing Guide
Big Idea/Essential
Questions/Scaffold
What are the main
sources of energy to
the climate system?
Vocabulary
Real World Content
Resources
State
Vocabulary
adaptive
capacity
atmosphere
atmospheric
change
biogeochemical
cycles
biosphere
carbon
carbon cycle
carbon dioxide
climatic zones
climate change
climate change
models
climate system
conduction
convection
coral bleaching
emissions
estuarine
impacts
evaporation
external energy
sources
fossil fuels
fossils
geologic record
geomorphology
greenhouse
effect
greenhouse
The Intergovernmental
Panel on Climate
Change (IPCC)
assesses scientific,
technical and socioeconomic information
related to climate
change and produces
comprehensive reports
on the potential impacts
and options for
adaptation and
mitigation.
1. Climate Diagnostic Center Atmosphere & Weather (V.3.HS.1)
This site provides climate data, maps,
graphs, and links to additional climate
sites.
http://www.cdc.noaa.gov/USclimate/
2
The endeavor to predict
the consequences of
global warming
depends greatly on the
Earth system science
perspective.
Researchers interpret
observations in light of
the connections of
systems and
subsystems.
Burning of fossil fuels
releases carbon once
stored in ancient
biomass. This carbon
can exist in several
main forms and reside
in different reservoirs
of the Earth system.
2. Great Lakes Climate Change
Assessment - Atmosphere & Weather
(V.3.HS.1)
A report from the University of
Michigan about the changing climate
in the Great Lakes. It is downloadable
by chapters as a .pdf file. It contains
chapters on Climate Change and LakeEffect Snow, Climate Change and
River Flows, Water Resources, Water
Ecology, Historic Overview and
Current Situations. The report can also
be ordered by mail.
http://www.geo.msu.edu/glra/assessme
nt/assessment.html
3. Climate Prediction Center Atmosphere & Weather (V.3.HS.3)
This is an interactive weather site with
long term precipitation trends, drought
analysis, ozone depletion rate and
weekly weather patterns for North
America
http://www.cpc.ncep.noaa.gov/index.ht
ml
Coded Content Expectation for
Discipline & Inquiry
has contributed to a rise in average global
atmospheric temperatures and changes in the
biosphere, atmosphere, and hydrosphere.
Climates of the past are researched, usually using
indirect indicators, to better understand and
predict climate change.
Big Idea/Essential
Questions/Scaffold
E5.4A Explain the natural mechanism of the
greenhouse effect including comparisons of the
major greenhouse gases (water vapor, carbon
dioxide, methane, nitrous oxide, and ozone).
How is the climate
affected by
greenhouse gases?
E5.4B Describe natural mechanisms that could
result in significant changes in climate (e.g.,
major volcanic eruptions, changes in sunlight
received by the Earth, meteorite impacts).
What natural
mechanisms could
result in significant
changes in climate?
E5.4C Analyze the empirical relationship
between the emission of carbon dioxide,
atmospheric carbon dioxide levels and the
average global temperature over the past 150
years.
What is the empirical
relationship between
the emission of carbon
dioxide, atmospheric
carbon dioxide levels
and the average global
temperature over the
past 150 years?
E5.4D Based on evidence of observable changes
in recent history and climate change models,
explain the consequences of warmer oceans
(including the results of increased evaporation,
shoreline and estuarine impacts, oceanic algae
growth, and coral bleaching) and changing
climatic zones (including the adaptive capacity of
the biosphere).
What are the
consequences of
warmer oceans?
Earth Science Pacing Guide – Revised April 2010
Vocabulary
Real World Content
Resources
gases
human
industrialization
hydrosphere
ice core
limestone
methane
natural
mechanisms
nitrous oxide
organic matter
ozone
polar ice caps
radiation
shoreline
impacts
striations
thermal energy
trapping
mechanisms
varves
volcanic
eruptions
water vapor
The release of carbon
dioxide into the
atmosphere promotes
greater plant growth,
moving carbon from
the atmosphere into
plants. More carbon
dioxide in the
atmosphere also results
in more of it dissolving
in water of the oceans,
lakes, and rain.
4. National Weather Service Detroit/Pontiac -Michigan Forecast
Center - Atmosphere & Weather
(V.3.HS.3)
This is an excellent site for the
acquisition of weather and climatic
data for Michigan, i.e. -maps,
temperatures, wind speeds, sunrise,
sunset, storm warnings, etc. The
Detroit/Pontiac NWS office is the
forecast center for Michigan. You can
ask specific questions via e-mail.
http://www.crh.noaa.gov/dtx/
Additional
Vocabulary
Abiotic
components of
ecosystems
advection
atmospheric
change
carbon dioxide
3
The burning of biomass
both releases more
carbon dioxide into the
air and reduces the
biosphere’s capacity to
remove carbon dioxide
through photosynthesis.
The current warming
trend is resulting in the
melting of glacial ice.
Other possible effects
include the melting of
permafrost (releasing
methane) and also
warming oceans which
melts methane hydrates
of the ocean floor.
Melting of glacial ice
effects Earth systems in
many ways. The effects
Coded Content Expectation for
Discipline & Inquiry
E5.4e Based on evidence from historical climate
research (e.g., fossils, varves, ice core data) and
climate change models, explain how the current
melting of polar ice caps can impact the climate
system.
Big Idea/Essential
Questions/Scaffold
How does the current
melting of polar ice
caps impact the
climate system?
E5.4f Describe geological evidence that implies
climates were significantly colder at times in the
geologic record (e.g., geomorphology, striations,
and fossils).
What geological
evidence that implies
that climates were
significantly colder at
times in the geologic
record?
E5.4g Compare and contrast the heat trapping
mechanisms of the major greenhouse gases
resulting from emissions (carbon dioxide,
methane, nitrous oxide, fluorocarbons) as well as
their abundance and heat trapping capacity.
What are the
differences between
major greenhouse
gases’ heat trapping
mechanisms and heat
trapping capacity?
Earth Science Pacing Guide – Revised April 2010
Vocabulary
Real World Content
Earth’s internal
energy sources
ocean layers
ozone
release of
energy
of sea level rise are
most profound when
ice is land based.
Increasing water
density drives the
thermohaline current
(initiating the North
Atlantic Deep Water)
and plays a major role
distributing Earth’s
heat. Increased fresh
water in the North
Atlantic Ocean due to
melting ice decreases
sea water salinity and
therefore water density.
Resulting changes in
global heat distribution
would impact climate
on land regionally, a
hypothesis supported
by studies of ancient
climates. The melting
of ice reduces Earth’s
average albedo (the
reflectivity of Earth
surface materials) and
therefore increases the
amount of energy
absorbed by the Earth.
Volcanic eruptions can
release more
greenhouse gases
(carbon dioxide and
water vapor) into the
air. It also releases
sulfur dioxide which
combines with rain to
4
Resources
Coded Content Expectation for
Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
form acid rain, which
increases the
weathering of
limestone and puts
more carbon dioxide
from the limestone into
the air.
Aerosols in the upper
atmosphere that form
by the interaction of the
sulfur dioxide and
water act to cause a
temporary cooling of
global temperatures
when there is a major
eruption
The ratio of oxygen 16
to oxygen 18 in the
calcium carbonate of
fossils varies in
accordance with water
temperature and is
therefore used to
research past climates.
Multiple lines of
evidence (including
foram fossils, dust
deposits in ocean
sediments, pollen
deposits, tree ring
measurements, and ice
core testing) all lead to
very similar
conclusions about the
historical patterns of
temperature changes in
the Earth system. Data
derived from ice cores
Earth Science Pacing Guide – Revised April 2010
5
Resources
Coded Content Expectation for
Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
strongly suggests a
relationship between
atmospheric carbon
dioxide levels and
temperature.
Earth Science Pacing Guide – Revised April 2010
6
Resources
Time: 2 Weeks
Unit 2:6 – Oceans and Climates
Earth Science Pacing Guide
Coded Content Expectation
for Discipline & Inquiry
E4.2 Oceans and Climate
Energy from the Sun and the rotation of the Earth
control global atmospheric circulation. Oceans
redistribute matter and energy around the Earth
through currents, waves, and interaction with
other Earth systems. Ocean currents are
controlled by prevailing winds, changes in water
density, ocean topography, and the shape and
location of landmasses. Oceans and large lakes
(e.g., Great Lakes) have a major effect on climate
and weather because they are a source of
moisture and a large reservoir of heat.
Interactions between oceanic circulation and the
atmosphere can affect regional climates
throughout the world.
Big Idea/Essential
Questions/Scaffold
E4.2A Describe the major causes for the ocean’s
surface and deep water currents, including the
prevailing winds, the Coriolis effect, unequal
heating of the Earth, changes in water
temperature and salinity in high latitudes, and
basin shape.
What are the major
causes for the ocean’s
surface and deep water
currents?
E4.2B Explain how the interactions between the
oceans and the atmosphere influence global and
regional climate. Include the major concepts of
heat transfer by ocean currents, thermohaline
circulation, boundary currents, evaporation,
precipitation, climatic zones, and the ocean as a
major CO2 reservoir.
How do the
interactions between
the oceans and the
atmosphere influence
global and regional
climate?
Earth Science Pacing Guide – Revised April 2010
Vocabulary
Real World Content
Resources
State
Vocabulary
Atmosphere
basin shape
boundary
currents
carbon dioxide
reservoir
climatic zones
conduction
continental
climates
convection
Coriolis effect
deep ocean
currents
El NinoSouthern
Oscillation
(ENSO)
Evaporation
global
atmospheric
circulation
heat reservoir
(oceans, large
lakes)
heat transfer of
ocean currents
interactions of
Earth’s
systems
maritime
climates
Warm ocean water
heats air above it to
produce strong
convection currents and
high annual rain fall.
Ocean World - Atmosphere & Weather
(V.3.HS.1)
This site includes a student interactive
section and teacher resources that deal
with subjects like El Nino, ocean
effects on weather, waves, and
satellites.
http://wwwocean.tamu.edu/education/oceanworldold/
7
The Ekman Spiral
describes how the
Coriolis Effect causes
ocean currents to spiral
in one direction with
greater depth.
The Weather World 2010 Project Meteorology - Atmosphere & Weather
Ocean gyres result from (V.3.HS.1, 2 & 3)
the interaction of wind
This site is a great weather resource,
driven surface currents, including explanations, animations,
Coriolis Effect, and the student activity sheets, and teacher
location of continents.
answer guides.
http://ww2010.atmos.uiuc.edu/(Gh)/gu
The warm Gulf Stream ides/mtr/home.rxml
current causes Great
Britain and
Convection Currents - Atmosphere &
northwestern Europe to Weather (V.3.HS.2)
be much warmer than
A demonstration that is simple and
would be predicted
visually appealing to show convection
based on their latitude.
currents in water.
The Labrador Current
http://www.exploratorium.edu/snacks/c
in a similar way cools
onvection_currents.html
the east coast of
Canada.
Distinct layers in the
Atlantic Ocean can be
identified as to where
Coded Content Expectation
for Discipline & Inquiry
E4.2c Explain the dynamics (including oceanatmosphere interactions) of the El Nino-Southern
Oscillation (ENSO) and its effect on continental
climates.
Big Idea/Essential
Questions/Scaffold
What is the El NinoSouthern Oscillation
(ENSO) and its effect
on continental
climates?
E4.2d Identify factors affecting seawater density
and salinity and describe how density affects
oceanic layering and currents.
What factors affect
seawater density and
salinity? How does
density affect oceanic
layering and currents?
How do currents affect
maritime and
continental climate?
E4.2e Explain the differences between maritime
and continental climates with regard to oceanic
currents.
E4.2f Explain how the Coriolis effect controls
oceanic circulation
How does the Coriolis
effect control oceanic
circulation?
Vocabulary
Real World Content
oceanatmospheric
interactions
oceanic layering
ocean currents
precipitation
prevailing winds
water density
radiation
regional
climates
salinity
seawater density
thermal energy
thermohaline
circulation
unequal heating
they originated (e.g.,
North Atlantic,
Mediterranean Sea,
etc.). Their unique
characteristics (and the
order of their position
in the water column)
are due to their
temperatures and salt
concentrations.
Additional
Vocabulary
buoyancy
Earth’s external
energy sources
Earth’s internal
energy sources
harvesting of
resources
ocean layers
properties of
waves
unequal heating
of air
unequal heating
of land masses
unequal heating
of oceans
Earth Science Pacing Guide – Revised April 2010
8
El Nino events increase
the frequency of
drought and fires in
northern Australia and
Indonesia, and flooding
in Ecuador and Peru.
Our increased ability to
predict El Nino events
allow farmers to change
what crops they plant
for the upcoming
season.
Argo floats are used to
measure temperature,
salinity and currents in
the ocean at depth
which allows the
construction of vertical
profiles of these
variables.
Resources
Time: 2 Weeks
Unit 3:5 – Hydrogeology
Coded Content Expectation
for Discipline & Inquiry
E4.1 Hydrogeology
Fresh water moves over time between the
atmosphere, hydrosphere (surface water,
wetlands, rivers, and glaciers), and geosphere
(groundwater). Water resources are both critical
to and greatly impacted by humans. Changes in
water systems will impact quality, quantity, and
movement of water. Natural surface water
processes shape the landscape everywhere and
are affected by human land use decisions.
E4.1A Compare and contrast surface water
systems (lakes, rivers, streams, wetlands) and
groundwater in regard to their relative size as
Earth’s freshwater reservoirs and the dynamics of
water movement (inputs and outputs, residence
times, sustainability).
E4.1B Explain the features and processes of
groundwater systems and how the sustainability
of North American aquifers has changed in
recent history (e.g., the past 100 years)
qualitatively using the concepts of recharge,
residence time, inputs and outputs.
E4.1C Explain how water quality in both
groundwater and surface systems is impacted by
land use decisions.
Earth Science Pacing Guide – Revised April 2010
Earth Science Pacing Guide
Big Idea/Essential
Questions/Scaffold
How does fresh water
move between the
atmosphere,
hydrosphere, and
geosphere?
Vocabulary
Real World Content
State
Vocabulary
aquifers
biogeochemical
biosphere
freshwater
How will how will
reservoirs
human impact on
glaciers
water systems impact
groundwater
quality, quantity, and
hydrogeology
movement of water?
hydrosphere
inputs
How do Earth’s
surface water systems land use
outputs
and groundwater
recharge
compare in regard to
residence times
their relative size and
rivers
movement?
streams
surface water
How has the
lakes
sustainability of North
sustainability
American aquifers
changed in the last 100 water quality
wetlands
years?
Watersheds are the
main organizing
concept for elements
and process of surface
hydrology, ground
water and land use.
How is water quality
impacted by land use
decisions?
Wetlands store water
and recharge rivers
during dry spells. They
also absorb water
during large storm
events. A reduction of
wetlands due to
development or
urbanization make
flooding more likely as
9
Depletion of ground
water can impact
streams and biological
viability. Landscapes
can establish
equilibrium
inconsistent with
emerging climatic
patterns. Changes in
climatic patterns or
human diversions of
water will shift
equilibrium and
produce changes in the
characteristics of
streams, ground water
and landscapes.
Resources
Ecosystem Services - Water
Purification - Ecosystems (V.2.HS.1,2)
The purpose of this activity is to use
the example of natural water
purification to show students that
healthy ecosystems provide services to
people that are essential to life as we
know it. The site gives a lot of
instructional information and is loaded
with links so students can apply what
they are learning to their regional
watersheds. Students will study the
process of natural purification and the
effects of human interaction. The final
assessment of this project is a river
newspaper.
http://www.sciencenetlinks.com/lesson
s.cfm?DocID=275
EPA's Surf Your Watershed Hydrosphere (V.2.HS.1&2)
Can get information about thousands
of watersheds and testing results.
From this site there are hyperlinks to
an Index of Watershed indicators,
Adopt Your Watershed, and Surf Your
Watershed. On the "Surf Your
Watershed" link, watersheds in the
United States can be found by typing
in your city, river, county or state or by
clicking on a map of the United States.
Once at the Watershed information is
given on Science in Your Watershed,
Streamflow, Water use and more.
http://www.epa.gov/surf/
Coded Content Expectation
for Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
well as low stream
discharge during drier
months.
While water quality can
be reduced by land use
in many ways, the
effects of agricultural
practices are perhaps
most profound.
Loss of soil not only
diminishes the
agricultural viability of
land, but may greatly
increase stream water
turbidity which
increases absorption of
thermal energy and
therefore water
temperature. Dissolved
oxygen levels drop as
water temperature rises.
Organic and synthetic
fertilizer from surface
run off adds nitrates to
stream water which can
cause algal blooms.
Algae are eventually
broken down by
aerobic bacteria that
consume great
quantities of dissolved
oxygen. Such
occurrences can be
inferred from a high
biochemical oxygen
Earth Science Pacing Guide – Revised April 2010
10
Resources
Hydrologic Analysis DEQ Hydrosphere (V.2.HS.1)
Provides information on stream
dynamics and the impacts of
streamwater runoff. Includes studies
done on specific streams in western
Michigan.
http://www.michigan.gov/deq/0,1607,7
-135-3313_3682_3714_6512-57034-,00.html#links
Long Island Sound Study Hydrosphere (V.2.HS.1&2)
This is a Power Point presentation that
can be viewed on-line in html or
downloaded-printed in .pdf format. It
includes a report on pollutants found in
the sound (lead, pathogens etc) along
with graphs showing the pollutants
over time. Also included are
restoration and protection efforts. Part
of the presentation shows how the
Long Island Watershed is related to
Long Island Sound.
http://www.epa.gov/ne/eco/lis/
The Watershed Game - Hydrosphere
(V.2.HS.1)
This is a game where a student logs in
with a name and then picks between
two levels, Novice or Intermediate.
They are asked to make choices along
the way about their watershed and then
at the end the student will be given a
score on how their choices affected the
watershed.
Coded Content Expectation
for Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
Resources
demand (B.O.D.) and
lower percent
saturation of dissolved
oxygen.
http://www.bellmuseum.org/distancele
arning/watershed/watershed2.html
The “dead zone” in the
Gulf of Mexico is one
of many off shore areas
on Earth where coastal
ecosystems suffer from
extremely low amounts
of dissolved oxygen.
The depletion of
oxygen begins in the
spring, swells to a
maximum size in
summer and disappears
in the fall. A major
cause is excessive
nutrients from
agriculture in the
Mississippi watershed.
USGS - Hydrosphere (V.2.HS.1&2)
Information about the hydrological
cycle, water sheds, etc.
http://interactive2.usgs.gov/learningwe
b/students/project.htm#hydrology
EcoSuperior - Hydrosphere (V.2.HS.2)
This site is dedicated to the area
around Lake Superior. It contains
information on Mercury in the area,
where it is found, the cause of Mercury
pollution, how to reduce the amount of
Mercury and the recycling of it.
http://www.ecosuperior.com/
Ecosystem Services - Water
Purification - Ecosystems (V.2.HS.1,2)
The purpose of this activity is to use
the example of natural water
purification to show students that
Ground water systems
healthy ecosystems provide services to
are sustainable when
people that are essential to life as we
input is equal to or
know it. The site gives a lot of
exceeds out put. Major instructional information and is loaded
sections of the Midwest with links so students can apply what
are practicing
they are learning to their regional
unsustainable
watersheds. Students will study the
agriculture due to
process of natural purification and the
excessive down draw of effects of human interaction. The final
the Ogallala aquifer.
assessment of this project is a river
Some areas experience newspaper.
topographic subsidence http://www.sciencenetlinks.com/lesson
due to excessive and
s.cfm?DocID=275
continuous ground
water withdrawal.
Earth Science Pacing Guide – Revised April 2010
11
Coded Content Expectation
for Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
Ground water quality
suffers from industrial
chemicals and saline
infiltration. The United
States superfund sites
are prioritized locations
suffering from
dangerous levels of
ground water pollution.
Urbanization increases
the proportion of
impermeable surfaces
that accelerate water
runoff, reduce
infiltration and
recharge of wetlands
and aquifers.
Water quality measured
by physical, chemical
and biological
parameters reflects land
use practices.
Earth Science Pacing Guide – Revised April 2010
12
Resources
Water Science for Schools (USGS) Hydrosphere (V.2.HS.1&2)
This site has many links to information
and activities for students and teachers.
There is an index to choose activities
with quizzes and information sheets.
http://ga.water.usgs.gov/edu/
Pollution Locator/Search Engine Hydrosphere (V.2.HS.2)
Pollution found in different watersheds
can be located by typing in the name of
the watershed or the location of the
water shed. The site will give the type
and location of the pollution found in
the watershed. The site also provides a
hyperlink to explain what the human
health hazard is, how the pollutant is
regulated and much more.
http://www.scorecard.org/envreleases/index.tcl
Give Water a Hand - For Young
People Taking Action in Their
Community - Hydrosphere (V.2.HS.2)
Two Guides are available from this
site, one for teachers (Leader
Guidebook) and one for students
(Action Guide). The student guide
includes directions to find out how
people use it, where rainfall flows,
what sources of pollution exist that
might affect water quality and more.
The Guides are also available in
Spanish. Printed copies can also be
ordered in Spanish. The guides are
free but they ask you to register for
them. http://www.uwex.edu/erc/gwah/
Time: 2 Weeks
Unit 4:7 – Severe Weather
Coded Content Expectation for
Discipline & Inquiry
E4.3 Severe Weather
Tornadoes, hurricanes, blizzards, and
thunderstorms are severe weather phenomena
that impact society and ecosystems. Hazards
include downbursts (wind shear), strong winds,
hail, lightning, heavy rain, and flooding.
The movement of air in the atmosphere is due to
differences in air density resulting from
variations in temperature. Many weather
conditions can be explained by fronts that occur
when air masses meet.
E4.3A Describe the various conditions of
formation associated with severe weather
(thunderstorms, hurricanes, floods, waves, and
drought).
E4.3B Describe the damage resulting from and
the social impact of thunderstorms, tornadoes,
hurricanes, and floods.
E4.3C Describe severe weather and flood safety
and mitigation.
E4.3D Describe the seasonal variations in severe
weather.
Earth Science Pacing Guide – Revised April 2010
Earth Science Pacing Guide
Big Idea/Essential
Vocabulary
Questions/Scaffold
How does severe
State
weather impact society Vocabulary
and ecosystems?
adiabatic
cooling
advection
air density
air masses
blizzards
clouds
conduction
convection
convergence
downbursts
What are the various
drought
conditions of
dry lines
formation associated
external energy
with severe weather?
sources
How does the damage flooding
frontal
resulting from
boundaries
thunderstorms,
tornadoes, hurricanes, frontal wedging
fronts
and floods affect
communities socially? hail
heavy rain
hurricanes
How would one
lightning
mitigate severe
weather and flooding? mitigation
precipitation
radiation
In what seasons are
seasonal
various forms of
variations
weather most
severe weather
prevalent?
thermal energy
13
Real World Content
Resources
Mid-latitude cyclones
form between 30° and
60° North Latitude.
Because of the location
of the United States
mid-latitude cyclones
have a tremendous
impact on our weather.
1. Hurricane Strike - Atmosphere &
Weather (V.3.HS.3)
This site contains a very good
interactive program that allows
students to help a family prepare for a
coming hurricane. Students are
expected to help gather objects for an
emergency pack, shop for needed
provisions, and clean up around the
house for safety. The site also provides
teacher resources and lesson plans.
http://deved.meted.ucar.edu/hurrican/st
rike/index.htm
Hurricane risk in the
United States is both
seasonal and regional.
Where and when
hurricanes form is due
to the temperature of
ocean water. What
direction they move is
mostly a function of the
direction of prevailing
winds and the Coriolis
Effect.
2. Meteorology - Atmosphere &
Weather (V.3.HS.1,2&3)
The Online Meteorology Guide is a
collection of web-based instructional
modules that use multimedia
technology and the dynamic
capabilities of the web. These
resources incorporate text, colorful
Much of the energy that diagrams, animations, computer
empowers hurricanes
simulations, audio and video to
comes from the latent
introduce fundamental concepts in the
heat as water
atmospheric sciences. Selected pages
evaporates from the
link to (or will soon link to) relevant
ocean and later
classroom activities and current
condenses into rain.
weather products to reinforce topics
The United States Gulf discussed in the modules and allow the
user to apply what has been learned to
Coast is among the
real-time weather data.
world's most at-risk
Coded Content Expectation for
Discipline & Inquiry
E4.3E Describe conditions associated with
frontal boundaries that result in severe weather
(thunderstorms, tornadoes, and hurricanes).
Big Idea/Essential
Questions/Scaffold
What conditions are
associated with frontal
boundaries that result
in severe weather?
E4.3F Describe how mountains, frontal edging
(including dry lines) convection, and
convergence form clouds and precipitation.
What various factors
affect cloud formation
and precipitation?
E4.3g Explain the process of adiabatic cooling
and adiabatic temperature changes to the
formation of clouds.
How do adiabatic
cooling and adiabatic
temperature changes
affect cloud
formation?
Vocabulary
thunderstorms
tornadoes
ultraviolet
radiation
waves
wind shear
Additional
Vocabulary
convection
current
pressure
unequal heating
of air
unequal heating
of land masses
unequal heating
of oceans
Real World Content
regions in terms of
human mortality and
economic loss due to
hurricanes.
Improved ability to
predict severe weather
has led to reduced risk
of injury and death.
Some lifting
mechanisms include
frontal boundaries such
as cold fronts or warm
fronts, upper level
disturbances,
orographic lifting
(upslope flow
associated with higher
elevations), low level
warm air or moisture
advection (the transport
of warmer temperature
or higher amounts of
moisture by the wind),
and low pressure
systems.
Tornado formation is
possible when
significant directional
wind shear exists in the
atmosphere ahead of a
cold front in the
presence of a strong
upper level jet stream.
Thunderstorms and
tornadoes can develop
anytime during the year
in North America,
Earth Science Pacing Guide – Revised April 2010
14
Resources
http://ww2010.atmos.uiuc.edu/(Gh)/gui
des/mtr/home.rxml
3. The Weather World 2010 Project Meteorology - Atmosphere & Weather
(V.3.HS.1,2&3)
This site is a great weather resource,
including explanations, animations,
student activity sheets, and teacher
answer guides.
http://ww2010.atmos.uiuc.edu/(Gh)/ho
me.rxml
Coded Content Expectation for
Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
however there is some
times that are more
conducive to their
formation.
Storm prediction uses
measurements of air
pressure, wind speed,
wind direction,
temperature, cloudiness
and precipitation.
Earth Science Pacing Guide – Revised April 2010
15
Resources
Time: 3.5 Weeks
Unit 5:12 – Resources and Environmental Challenges
Earth Science Pacing Guide
Coded Content Expectation
for Discipline & Inquiry
E2.2 Energy in Earth Systems
Energy in Earth systems can exist in a number of
forms (e.g., thermal energy as heat in the Earth,
chemical energy stored as fossil fuels,
mechanical energy as delivered by tides) and can
be transformed from one state to another and
move from one reservoir to another. Movement
of matter and its component elements, through
and between Earth’s systems, is driven by Earth’s
internal (radioactive decay and gravity) and
external (Sun as primary) sources of energy.
Thermal energy is transferred by radiation,
convection, and conduction. Fossil fuels are
derived from plants and animals of the past, are
nonrenewable and, therefore, are limited in
availability. All sources of energy for human
consumption (e.g., solar, wind, nuclear, ethanol,
hydrogen, geothermal, hydroelectric) have
advantages and disadvantages.
Big Idea/Essential
Questions/Scaffold
How does energy exist
in the Earth system?
E2.2B Identify differences in the origin and use
of renewable (e.g., solar, wind, water, biomass)
and nonrenewable (e.g., fossil fuels, nuclear [U235]) sources of energy.
What are the
differences in the
kinds of and the use of
both renewable and
nonrenewable sources
of energy?
E2.2f Explain how elements exist in different
compounds and states as they move from one
reservoir to another.
How do elements exist
in different
compounds and states
as they move to
different reservoirs?
E2.3 Biogeochemical Cycles
The Earth is a system containing essentially a
Earth Science Pacing Guide – Revised April 2010
What impact do
elements and
compounds have on
the biosphere and
human health?
What impact do
humans have on the
Earth Systems?
Vocabulary
Real World Content
Resources
State
Vocabulary
Biomass
chemical energy
conduction
convection
coral reef
deforestation
ethanol
external energy
sources
fossil fuels
geothermal
energy
hydroelectric
energy
mechanical
energy
nonrenewable
energy
nuclear energy
ozone
pollution
radiation
renewable
energy
resources
solar energy
stratosphere
thermal energy
tides
waves
wind energy
Decisions on policy and
investment in energy
systems for human
consumption take into
account many factors
such as cost and access
of natural resources,
carbon emissions,
technology, impact on
society and the
challenges of pollution.
Research Projects in Renewable
Energy for High School Students
http://www1.eere.energy.gov/biomass/
pdfs/highschool_projects.pdf
16
Convection currents in
the Earth’s atmosphere
produce winds that
drive the surface
currents of the oceans.
Both can be utilized as
alternative sources of
energy.
The development of
automobiles that run on
alternative fuels
(hydrogen, electricity)
will reduce carbon
dioxide emissions but
involve other
environmental trade
offs.
Coral reefs are
threatened around the
world due to long term
Nitrogen Cycles Project
http://www.sws.uiuc.edu/nitro/biogen.
asp
U.S. Global Change Research Program
Each year a report, (Our Changing
Planet) is published by this program.
The latest year's version is
downloadable from this site. The
report is about 75 pages but it can be
printed off all at once or in sections.
The report includes how the changing
geosphere affects the atmosphere and
weather. There are six focus areas on
the site; Atmospheric Composition,
Changes in Ecosystems, Global
Carbon Cycle, Human Dimensions,
Climate Variability and Change, and
Global Water Cycle. Information on El
Nino with daily graphs of the
temperature of the Pacific Ocean is
included Highlights section.
http://www.usgcrp.gov/usgcrp/Progra
mElements/carbon.htm
Garbage, How can my community
reduce waste? - Geosphere
(V.1.HS.3&4)
This interactive site allows students to
Coded Content Expectation
for Discipline & Inquiry
fixed amount of each stable chemical atom or
element. Most elements can exist in several
different states and chemical forms; they move
within and between the geosphere, atmosphere,
hydrosphere, and biosphere as part of the Earth
system. The movements can be slow or rapid.
Elements and compounds have significant
impacts on the biosphere and have important
impacts on human health.
Big Idea/Essential
Questions/Scaffold
E2.3A Explain how carbon exists in different
forms such as limestone (rock), carbon dioxide
(gas), carbonic acid (water), and animals (life
within Earth systems and how those forms can be
beneficial or harmful to humans.
What forms of carbon
exist and how are they
beneficial or harmful
to humans?
E2.3b Explain why small amounts of some
chemical forms may be beneficial for life but are
poisonous in large quantities (e.g., dead zone in
the Gulf of Mexico, Lake Nyos in Africa,
fluoride in drinking water).
Some chemical forms
may be beneficial for
life, but in large
quantities they are
poisonous. How is
this possible?
E2.3c Explain how the nitrogen cycle is part of
the Earth system.
How is the nitrogen
cycle part of the Earth
System?
E2.3d Explain how carbon moves through the
Earth system (including the geosphere) and how
it may benefit (e.g., improve soils for agriculture)
or harm (e.g., act as a pollutant) society.
How does carbon
move through the
Earth System and how
does it benefit or harm
society?
E2.4 Resources and Human Impacts on Earth
Systems
The Earth provides resources (including
minerals) that are used to sustain human affairs.
Earth Science Pacing Guide – Revised April 2010
Vocabulary
Additional
Vocabulary
abiotic
components of
ecosystems
atomic energy
biochemical
characteristic
carbon
carbon atom
carbon cycle
elements of
matter
Earth’s elements
Earth’s external
energy sources
Earth’s internal
energy sources
energy
requirements
of living
systems
equilibrium of
ecosystems
flow of energy
fossil fuels
geochemical
cycle
greenhouse gas
harvesting of
resources
human
modification
of ecosystems
isotope
nuclear fission
nuclear fusion
17
Real World Content
stresses resulting from
a variety of sources.
Changing ocean
chemistry and
temperature has an
impact as well as the
composition of runoff
from land.
Deforestation can result
in less humidity in the
air, more carbon
dioxide in the air,
greater soil erosion,
which in turn can
change the chemical
and physical conditions
of streams, lakes, and
groundwater.
The choice of paper or
plastic bag in the
grocery store is not
simple if all the steps in
making and disposing
of it are considered.
Paper has often been
touted as the better
choice
environmentally, but
understanding the
trade-offs should
require one to consider
a number of issues such
as how well the paper
manufacturing plant is
operated and what
Resources
apply their knowledge of recycling in
reducing wastes. The site shows costs
involved to recycle and the benefits.
http://www.learner.org/exhibits/garbag
e/intro.html
The Great Green Web Game Geosphere (V.1.HS.4)
A game where students are asked
questions as they go around a board.
A gauge shows the impact on air,
water, habitat and climate of the items
that are mentioned. At the end,
students are given how well they did
on the game as a percentage.
http://go.ucsusa.org/game/
Dumptown Game - Geosphere
(V.1.HS.4)
This is a game where students are
allowed to try different methods to
recycle and then see the affects on
Dumptown. There are other activities
on this site and suggestions on how
teachers can use the game in the
classroom.
http://www.epa.gov/recyclecity/gamei
ntro.htm
Burning Household Waste - Geosphere
(V.1.HS.4)
A two-page handout on burning
household waste. It includes
information on "Backyard Burn
Barrels VS Municipal Waste
Combustors, Household Waste
Burning Laws, Alternatives and much
Coded Content Expectation
for Discipline & Inquiry
The supply of non-renewable natural resources is
limited and their extraction and use can release
elements and compounds into Earth systems.
They affect air and water quality, ecosystems,
landscapes, and may have effects on long-term
climate. Plans for land use and long-term
development must include an understanding of
the interactions between Earth systems and
human activities.
Big Idea/Essential
Questions/Scaffold
nuclear stability
organic matter
Sun’s radiation
Real World Content
bleaching agents are
used in making the
paper.
Resources
more.
http://www.deq.state.mi.us/documents/
deq-aqd-bhw.pdf
Earth's Atmosphere - Atmosphere &
Weather (V.3.HS.1)
This site has information on ozone
production and depletion.
http://sunshine.chpc.utah.edu/labs/atm
osphere/atmosphere_main.html
E2.4A Describe renewable and nonrenewable
sources of energy for human consumption
(electricity, fuels), compare their effects on the
environment, and include overall costs and
benefits.
What are the effects of
renewable and
nonrenewable sources
of energy that humans
use on the
environment and what
are the costs and
benefits of each?
E2.4B Explain how the impact of human
activities on the environment (e.g., deforestation,
air pollution, coral reef destruction) can be
understood through the analysis of interactions
between the four Earth systems. Put in unit 11
When analyzing the
interactions between
the four earth systems,
how can people
understand the impact
of human activities on
the environment?
E2.4c Explain ozone depletion in the stratosphere
and methods to slow human activities to reduce
ozone depletion. Put in unit 11
What methods can be
used to slow human
activities that deplete
the ozone?
E2.4d Describe the life cycle of a product,
including the resources, production, packaging,
transportation, disposal, and pollution.
What is the life cycle
of a product from the
resources through
pollution?
Earth Science Pacing Guide – Revised April 2010
Vocabulary
Ozone Action: Teacher's Resource Kit
- Atmosphere & Weather (V.3.HS.4)
This sight contains kits that can be
ordered by mail or downloaded as a
.pdf file (they are free). The kit
contains information of ozone, what
causes it and how to help prevent it. It
contains a question and answer section
and some of the questions/answers are
aimed at southeast Michigan. It
contains 19 pages.
http://www.semcog.org/Services/Ozon
eAction/index.htm
Solve II: Ozone Loss Validation
Experiment - Atmosphere & Weather
(V.3.HS.4)
This site provides data and images
from the current NASA ozone
experiment. It includes graphs of the
ozone construction and destruction
process, as well as ozone density.
http://www.semcog.org/index.htm
18
Time: 3.5 Weeks
Earth Science Pacing Guide
Unit 6:1 – Discerning Earth’s History/2-Earthquakes and Earth’s Interior
Coded Content Expectation
for Discipline & Inquiry
E5.3 Earth History and Geologic Time The solar
system formed from a nebular cloud of dust and
gas 4.6 Ga (billion years ago). The Earth has
changed through time and has been affected by
both catastrophic (e.g., earthquakes, meteorite
impacts, volcanoes) and gradual geologic events
(e.g., plate movements, mountain building) as
well as the effects of biological evolution
(formation of an oxygen atmosphere). Geologic
time can be determined through both relative and
absolute dating.
E2.1 Earth Systems Overview
The Earth is a system consisting of four major
interacting components: geosphere (crust, mantle,
and core), atmosphere (air), hydrosphere (water),
and biosphere (the living part of Earth). Physical,
chemical, and biological processes act within and
among the four components on a wide range of
time scales to continuously change Earth’s crust,
oceans, atmosphere, and living organisms. Earth
elements move within and between the
lithosphere, atmosphere, hydrosphere, and
biosphere as part of geochemical cycles.
E2.1A Explain why the Earth is essentially a
closed system.
E2.2 Energy in Earth Systems
Energy in Earth systems can exist in a number of
forms (e.g., thermal energy as heat in the Earth,
chemical energy stored as fossil fuels,
mechanical energy as delivered by tides) and can
Earth Science Pacing Guide – Revised April 2010
Big Idea/Essential
Questions/Scaffold
How was the Earth
formed and its age
determined?
Vocabulary
State
Vocabulary
absolute age
dating
What are the chemical, C-14
physical, and
Cretaceousbiological processes
Tertiary (K-T)
that interact to shape
cross cutting
Earth? How do these
relationships
processes shape Earth? decay rates
evolution of life
geologic dating
geologic events
geologic time
geologic time
scale
half-life
index fossils
law of
superposition
Permian
extinctions
physical
relationship of
geologic
features
Why is the Earth
Pleistocene ice
considered a closed
age
system?
principle of
original
horizontality
radioactive
decay
radioactive
19
Real World Content
Resource
Determining sequences
of events in geologic
time couples what is
known about index
fossils with insights on
rock origin, rock layers
and the evolution of
life.
1. The Birth and Formation of
Galaxies
http://www.solarviews.com/eng/galaxy
formation.htm
A relative geologic
time scale was
constructed in the 18th
and 19th century using
index fossils in
conjunction with
relative age dating
principles such as the
law of superposition,
the principle of original
horizontality,
crosscutting
relationships,
inclusions and
unconformities.
Uniformitarianism is
the fundamental
principle of geology
that relates to the
interpretation of Earth
History. It says that
geologic processes
occurring today are
generally the same as
2. Earth's four spheres.
The Earth is made up of four different
spheres:
http://classzone.com/books/earth_scien
ce/terc/content/investiga
tions/es0103/es0103page02.cfm?chapt
er_no=investigation
3. Sources of Energy that Drive the
Earth System:
http://ess.geology.ufl.edu/ess/Notes/02
0-Intro_ESS/energy.html
4. Layers of the Earth
A science lesson on the layers of the
earth.
http://www.instructorweb.com/lesson/e
arthlayers.asp
5. Geologic Time Scale I
Students will research the geologic
time scale. They will... Identify the
four eras. Indicate the time span of
each era. Classify major events of each
era
http://www.geology.wisc.edu/~museu
m/hughes/GeoTimeScale1.html
6. Earth's Magnetic Field
Coded Content Expectation
for Discipline & Inquiry
be transformed from one state to another and
move from one reservoir to another. Movement
of matter and its component elements, through
and between Earth’s systems, is driven by Earth’s
internal (radioactive decay and gravity) and
external (Sun as primary) sources of energy.
Thermal energy is transferred by radiation,
convection, and conduction. Fossil fuels are
derived from plants and animals of the past, are
nonrenewable and, therefore, are limited in
availability. All sources of energy for human
consumption (e.g., solar, wind, nuclear, ethanol,
hydrogen, geothermal, hydroelectric) have
advantages and disadvantages.
E2.2A Describe the Earth’s principal sources of
internal and external energy (e.g., radioactive
decay, gravity, solar energy).
Big Idea/Essential
Questions/Scaffold
What are the Earth’s
principal sources of
internal and external
energy?
E5.3 Earth History and Geologic Time The solar
system formed from a nebular cloud of dust and
gas 4.6 Ga (billion years ago). The Earth has
changed through time and has been affected by
both catastrophic (e.g., earthquakes, meteorite
impacts, volcanoes) and gradual geologic events
(e.g., plate movements, mountain building) as
well as the effects of biological evolution
(formation of an oxygen atmosphere). Geologic
time can be determined through both relative and
absolute dating.
E5.3B Explain the process of radioactive decay
and explain how radioactive elements are used to
date the rocks that contain them.
Earth Science Pacing Guide – Revised April 2010
What is radioactive
decay and how is it
used to date rocks?
Vocabulary
Real World Content
Resource
elements
radioactive
isotopes
radioactive
substance
radiometric
dating
ratio of daughter
to parent
substance
relative age
dating
unconformities
U-Pb
those that shaped Earth
in the past, and can be
used to interpret Earth
history. A short hand
phrase is “the present is
the key to the past.”
Early scientific
research on the nature
and behavior of the
atom led to an
understanding of how
radiometric decay
could be used for age
dating of geologic
materials. Radiometric
dating techniques put
absolute ages on
geologic and
paleontologic events
some of which are the
basis of divisions in the
geologic time scale.
(Magnetosphere)
http://liftoff.msfc.nasa.gov/academy/sp
ace/mag_field.html
Additional
Vocabulary
asthenosphere
body waves
concentric
layers
continental crust
convection
crust
earthquakes
elastic rebound
theory
gravity
inner cores
intensity
internal sources
of energy
lithosphere
lower mantle
magnetic field
magnitude
20
The techniques of
radioactive dating are
valid and
understandable.
Misrepresentation of
the processes and level
of validity has occurred
in the non-scientific
publications.
A global network of
seismometers has
become more dense in
recent decades allowing
Coded Content Expectation
for Discipline & Inquiry
E5.3C Relate major events in the history of the
Earth to the geologic time scale, including
formation of the Earth, formation of an oxygen
atmosphere, rise of life, Cretaceous-Tertiary (KT) and Permian extinctions, and Pleistocene ice
age.
Big Idea/Essential
Questions/Scaffold
How do major events
in the history of the
Earth affect the
geologic time scale?
E3.2 Interior of the Earth
The Earth can also be subdivided into concentric
layers based on their physical characteristics:
(lithosphere, asthenosphere, lower mantle, outer
core, and inner core). The crust and upper mantle
compose the rigid lithosphere (plates) that moves
over a “softer” asthenosphere (part of the upper
mantle). The magnetic field of the Earth is
generated in the outer core. The interior of the
Earth cannot be directly sampled and must be
modeled using data from seismology.
E3.2A Describe the interior of the Earth (in terms
of crust, mantle, and inner and outer cores) and
where the magnetic field of the Earth is
generated.
What are the 4 parts of
earth’s interior?
E3.2B Explain how scientists infer that the Earth
has internal layers with discernable properties
using patterns of primary (P) and secondary (S)
seismic wave arrivals
How do scientists
know that Earth has
discernable layers with
distinctive properties?
E3.2d Explain the uncertainties associated with
models of the interior of the Earth and how these
models are validated.
How are models of the
Earth’s interior
validated?
Earth Science Pacing Guide – Revised April 2010
Vocabulary
Real World Content
modeling
oceanic crust
outer core
plates
primary seismic
waves
properties of
waves
P-waves
radioactive
decay
reflection
rigid lithosphere
secondary
seismic waves
seismology
surface waves
S-waves
thermal energy
upper mantle
wave amplitude
geophysicists to model
the Earth’s interior with
more accuracy.
Where is Earth’s
magnetic field?
21
Earthquake risk is
quantified by
considering geologic
surface material,
building design and
material, the condition
of infrastructure, and
population patterns.
Unconsolidated
sediment is a dominant
surface material in the
Midwest and is
vulnerable to
liquefaction during
seismic shaking.
Resource
Time: 3.5 weeks
Earth Science Pacing Guide
Unit 7:2 – Plate Tectonics and Volcanoes/1-Organizing Principles of Earth Science
Coded Content Expectation
for Discipline & Inquiry
E3.3 Plate Tectonics Theory
The Earth’s crust and upper mantle make up the
lithosphere, which is broken into large mobile
pieces called tectonic plates. The plates move at
velocities in units of centimeters per year as
measured using the global positioning system
(GPS). Motion histories are determined with
calculations that relate rate, time, and distance of
offset geologic features. Oceanic plates are
created at mid-ocean ridges by magma tic
activity and cooled until they sink back into the
Earth at subduction zones. At some localities,
plates slide by each other. Mountain belts are
formed both by continental collision and as a
result of subduction. The outward flow of heat
from Earth’s interior provides the driving energy
for plate tectonics.
Big Idea/Essential
Questions/Scaffold
What is the behavior
of various tectonic
plates?
E3.3A Explain how plate tectonics accounts for
the features and processes (sea floor spreading,
mid-ocean ridges, subduction zones, earthquakes
and volcanoes, mountain ranges) that occur on or
near the Earth’s surface.
How does plate
tectonic affect our
earth surfaces?
E3.2 Interior of the Earth
The Earth can also be subdivided into concentric
layers based on their physical characteristics:
(lithosphere, asthenosphere, lower mantle, outer
core, and inner core). The crust and upper mantle
compose the rigid lithosphere (plates) that moves
over a “softer” asthenosphere (part of the upper
mantle). The magnetic field of the Earth is
generated in the outer core. The interior of the
Earth cannot be directly sampled and must be
What are the layer of
earth and their
physical properties?
Earth Science Pacing Guide – Revised April 2010
Vocabulary
State
Vocabulary
aging ocean
plates
atmosphere
biosphere
chemical
composition
continental
collision
convection
core
crust
density
driving energy
driving force
earthquakes
explosivity
geologic
features
geosphere
global
positioning
system
hydrosphere
lithosphere
magma
magmatic
activity
mantle
convection
mid-ocean
ridges
molten rock
22
Real World Content
Resource
A cooling limb of a
convection cell is
associated with
subducting plates.
Rising heat is
associated with
spreading centers.
Aging ocean crust cools
by conduction
eventually causing the
lithosphere to become
more dense than the
underlying
asthenosphere.
Plate Tectonics - Geosphere
(V.1.HS.2)
This site describes the different plate
tectonics of earth's outermost layer. It
describes the 3 types of boundaries.
There are several problems presented
for students to solve. There is a
Problem Solving icon at the bottom of
the page that outlines a problem
solving process to assist the students.
http://www.cotf.edu/ete/modules/mses
e/earthsysflr/plates1.html
The plate tectonic
context is a necessary
consideration in the
interpretation of ancient
and modern geologic
features and materials.
Modern plate motions
are determined through
the use of geodetic and
satellite technology.
Plate motions of the
past are deduced from
offsets of geologic
features including
landforms, rock
formations and
magnetic signatures
recorded in rocks that
Plate Tectonic Reconstruction Service
- Geosphere (V.1.HS.2)
This model is used to create maps of
different stages of continental drift and
the plate tectonic theory. By changing
the time scale on the data chart, a new
map of the location of the continents is
brought up.
http://www.odsn.de/odsn/services/pale
omap/paleomap.html
Mountain Maker, Earth Shaker Geosphere (V.1.HS.2)
A description of plate tectonics and an
illustrative exercise are the main
activities of this site. Shockwave
plugin is required and may be
downloaded from this site
http://www.pbs.org/wgbh/aso/tryit/tect
onics/
Coded Content Expectation
for Discipline & Inquiry
modeled using data from seismology.
Big Idea/Essential
Questions/Scaffold
E3.2C Describe the differences between oceanic
and continental crust (including density, age
composition).
What is oceanic and
continental crust?
E2.2C Describe natural processes in which heat
transfer in the Earth occurs by conduction,
convection, and radiation.
How does earth
surface transfer certain
types of energy such
as conduction,
convection, radiation?
E3.3 Plate Tectonics Theory
The Earth’s crust and upper mantle make up the
lithosphere, which is broken into large mobile
pieces called tectonic plates. The plates move at
velocities in units of centimeters per year as
measured using the global positioning system
(GPS). Motion histories are determined with
calculations that relate rate, time, and distance of
offset geologic features. Oceanic plates are
created at mid-ocean ridges by magmatic activity
and cooled until they sink back into the Earth at
subduction zones. At some localities, plates slide
by each other. Mountain belts are formed both by
continental collision and as a result of
subduction. The outward flow of heat from
Earth’s interior provides the driving energy for
plate tectonics.
E3.3B Explain why tectonic plates move using
the concept of heat flowing through mantle
convection, coupled with the cooling and sinking
of aging ocean plates that results from their
increased density.
How do tectonic plates
move?
E3.3C Describe the motion history of geologic
features (e.g., plates, Hawaii) using equations
How geologic features
are change overtime?
Earth Science Pacing Guide – Revised April 2010
Vocabulary
mountain belts
mountain ranges
oceanic plates
plate boundaries
plate collision
plate tectonics
theory
pressure
radioactive
decay
sea floor
spreading
subduction
zones
tectonic plates
thermal energy
transform faults
upper mantle
volcanoes
atmosphere
biogeochemical
biosphere
carbon cycle
continental
plates
core
crust
Earth Systems
Science
earthquakes
geosphere
hydrosphere
lithosphere
mantle
mantle
convection
mid-ocean
23
Real World Content
can be correlated to a
paleomagnetic time
scale.
Composite (or strata)
volcanoes develop in a
general line (called a
volcanic arc) parallel to
a convergent plate
boundary, built upon
the overriding plate.
Intraplate volcanoes are
developed over
hotspots and produce a
variety of volcanic
landforms. Hotspots
under oceanic
lithosphere produce
shield volcanoes that
develop a linear chain
of ocean islands if the
plate has moved over
the hotspots (e.g.,
Hawaii). Hotspots
under continental
lithosphere may
produce a plateau of
layered volcanic rocks,
such as the Columbia
River flood basalts
which emerged as fluid,
low viscosity lava. In
other instances they
may produce highly
explosive volcanic
events and related
Resource
Plate Tectonics - Geosphere
(V.1.HS.2)
This site describes the different plate
tectonics of earth's outermost layer. It
describes the 3 types of boundaries.
There are several problems presented
for students to solve. There is a
Problem Solving icon at the bottom of
the page that outlines a problem
solving process to assist the students.
http://www.cotf.edu/ete/modules/mses
e/earthsysflr/plates1.html
Plate Tectonic Reconstruction Service
- Geosphere (V.1.HS.2)
This model is used to create maps of
different stages of continental drift and
the plate tectonic theory. By changing
the time scale on the data chart, a new
map of the location of the continents is
brought up.
http://www.odsn.de/odsn/services/pale
omap/paleomap.html
CIESE On Line Classroom Projects Musical Plates - Geosphere (V.1.HS.2)
A study of Earthquakes and Plate
Tectonics Project. This is an on-line
project for students. They are given a
scenario where they have to pinpoint
recent earthquakes, determine whether
or not certain parts of the earth
experience more earthquakes than
others, determine what is causing the
earthquakes, organize the information
into a report for the President of the
United States. Student reports can be
Coded Content Expectation
for Discipline & Inquiry
relating rate, time, and distance.
E3.3d Distinguish plate boundaries by the pattern
of depth and magnitude of earthquakes.
Big Idea/Essential
Questions/Scaffold
E3.3e Predict the temperature distribution of the
lithosphere as a function of distance from the
mid-ocean ridge and how it relates to ocean
depth.
How are plate
boundaries pattern
affect the magnitude
of earthquakes?
How would the
temperature of the
lithosphere relate to
the ocean depth?
E3.3f Describe how the direction and rate of
movement for the North American plate has
affected the local climate over the last 600
million years.
How does the
direction and rate of
movement affect the
local climate?
Vocabulary
ridges
mountain belts
nitrogen cycle
oceanic plates
plate boundaries
plate
movements
plate tectonics
theory
subduction
zones
tectonic plates
transforming
matter and/or
energy
upper mantle
volcanoes
Additional
Vocabulary
Asthenosphere
continental drift
continental
volcanic arc
convergent
boundary
deep-ocean
trench
divergent
boundary
hot spot
lithosphere
mid-oceanic
ridge
normal polarity
paleomagnetis
Pangaea
plate
Earth Science Pacing Guide – Revised April 2010
24
Real World Content
landforms (e.g.,
Yellowstone).
Earth science is an
umbrella term for the
scientific disciplines of
geology, meteorology,
climatology, hydrology,
oceanography, and
astronomy.
Earth systems science
has given an improved,
interdisciplinary
perspective to
researchers in fields
concerned with global
change, such as climate
change and geologic
history.
Plate tectonics is the
unifying theory of
geology and helps
explain all features and
processes in the
geosphere.
Large quantities of
carbon dioxide can be
taken in by the Earth’s
plants, algae, and
remain dissolved in
ocean water. The
carbon cycle is a
biogeochemical cycle
that quantifies the
movement of carbon
Resource
submitted to be published on-line, if
accepted. There are hyperlinks where
students can access data for their
reports. There is also a Teacher Area
and an On-Line Help.
http://www.k12science.org/curriculum/
musicalplates3/en/
Coded Content Expectation
for Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
polar wandering
reverse polarity
rift (rift valley)
seafloor
spreading
subduction zone
transform fault
boundary
volcanic island
arc
crust
mantle
Moho
(Mohorovicic
discontinuity)
outer core
inner core
conduction
radiation
mantle plume
Alfred Wegener
convection
convection
current
electromagnetic
field
mountain
building
revision of
scientific
theories
rules of
evidence
through the four major
Earth systems.
Carbon dioxide is a
major greenhouse gas
that makes Earth warm
enough to sustain life
as we know it. Human
industrialization has
dramatically increased
the percentage of
carbon dioxide in the
atmosphere, making the
Earth warmer and
altering the climate
system.
Foraminifer, corals,
snails, and other marine
organisms take in
carbon forming calcium
carbonate in shells and
other hard structures.
Upon their death some
of these structures are
deposited and lithified
to become limestone, a
major carbon reservoir.
Acidic water running
over limestone can
dissolve calcium
carbonate and carry it
into rivers, lakes, and
groundwater.
Nitrogen exists in
several organic and
Earth Science Pacing Guide – Revised April 2010
25
Resource
Coded Content Expectation
for Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
inorganic forms
throughout the Earth
systems and can be
depicted as one of the
biogeochemical cycles
known as the
“Nitrogen-Cycle.” It is
very important for
ecosystems. Human
actions such as burning
of trees or fossil fuels,
use of nitrogen
fertilizer, impact the
movement and storage
of nitrogen.
Detrimental results
include nitrogen
loading in waterways
and increased nitrogen
based pollutants
including nitrous oxide,
a greenhouse gas.
At black smokers, heat
energy is transferred
from the interior of the
Earth to the ocean. The
hot water carries
dissolved minerals.
These minerals and
heat energy are utilized
by bacteria as the basis
of an ecosystem which
is not based on
photosynthesis.
Earth Science Pacing Guide – Revised April 2010
26
Resource
Time: 3.5 Weeks
Unit 8: 3 – Earthquakes and Earth’s Interior
Earth Science Pacing Guide
Coded Content Expectation
for Discipline & Inquiry
E3.4 Earthquakes and Volcanoes
Plate motions result in potentially catastrophic
events (earthquakes, volcanoes, tsunamis, mass
wasting) that affect humanity. The intensity of
volcanic eruptions is controlled by the chemistry
and properties of the magma. Earthquakes are the
result of abrupt movements of the Earth. They
generate energy in the form of body and surface
waves.
Big Idea/Essential
Questions/Scaffold
How do Earthquakes
and Volcanoes occur
and what effect does
that have on
humanity?
E3.4A Use the distribution of earthquakes and
volcanoes to locate and determine the types of
plate boundaries.
How can you use the
distribution of
earthquakes and
volcanoes to locate
and determine types of
plate boundaries?
E3.4B Describe how the sizes of earthquakes and
volcanoes are measured or characterized.
How are the sizes of
earthquakes and
volcanoes measured
and characterized?
E3.4C Describe the effects of earthquakes and
volcanic eruptions on humans.
How do earthquakes
and volcanic eruptions
affect humans?
E3.4d Explain how the chemical composition of
magmas relates to plate tectonics and affects the
geometry, structure, and explosivity of
volcanoes.
How does the
chemical composition
of magma affect the
geometry, structure,
and explosivity of
volcanoes as it relates
to plate tectonics?
Earth Science Pacing Guide – Revised April 2010
Vocabulary
Real World Content
Resource
State
Vocabulary
Asthenosphere
body waves
concentric
layers
continental crust
convection
crust
earthquakes
elastic rebound
theory
gravity
inner core
intensity
internal sources
of energy
lithosphere
lower mantle
magnetic field
magnitude
modeling
oceanic crust
outer core
plates
primary seismic
waves
properties of
waves
P-waves
radioactive
decay
reflection
rigid lithosphere
Moderate, shallow
earthquakes are well
characterized by the
Richter scale, a
logarithmic scale that
measures magnitude of
a seismic wave.
1. CIESE On Line Classroom Projects
- Musical Plates - Geosphere
(V.1.HS.2)
A study of Earthquakes and Plate
Tectonics Project. This is an on-line
project for students. They are given a
scenario where t e to pinpoint recent
earthquakes, determine whether or not
certain parts of the earth experience
more earthquakes than others,
determine what is causing the
earthquakes, organize the information
into a report for the President of the
United States. Student reports can be
submitted to be published on-line, if
accepted. There are hyperlinks where
students can access data for their
reports. There is also a Teacher Area
and an On-Line Help.
http://www.k12science.org/curriculum/
musicalplates3/en/
27
Larger magnitude
earthquakes are better
characterized by the
Moment Magnitude
scale that is determined
from seismographs and
quantifies released
energy.
Modified Mercalli
Scale expresses the
intensity of an
earthquake's effects
with a scale from I to
XII based on
descriptions of damage.
Intensity zones are
mapped to show
patterns of earthquake
damage.
A global network of
seismometers has
become more dense in
recent decades allowing
geophysicists to model
2. Earthquakes - Geosphere (V.1.HS.2)
This site provides great factual and
graphical information concerning
earthquakes. Good animated
demonstrations.
http://www.thetech.org/exhibits/online/
topics/31g.html
3. Geology: Plate Tectonics Geosphere (V.1.HS.2)
Very basic discussion of plate
tectonics. Has some nice animations,
Coded Content Expectation
for Discipline & Inquiry
E2.2 Energy in Earth Systems
Energy in Earth systems can exist in a number of
forms (e.g., thermal energy as heat in the Earth,
chemical energy stored as fossil fuels,
mechanical energy as delivered by tides) and can
be transformed from one state to another and
move from one reservoir to another. Movement
of matter and its component elements, through
and between Earth’s systems, is driven by Earth’s
internal (radioactive decay and gravity) and
external (Sun as primary) sources of energy.
Thermal energy is transferred by radiation,
convection, and conduction. Fossil fuels are
derived from plants and animals of the past, are
nonrenewable and, therefore, are limited in
availability. All sources of energy for human
consumption (e.g., solar, wind, nuclear, ethanol,
hydrogen, geothermal, hydroelectric) have
advantages and disadvantages.
E2.2C Describe natural processes in which heat
transfer in the Earth occurs by conduction,
convection, and radiation
E3.4 Earthquakes and Volcanoes
Plate motions result in potentially catastrophic
events (earthquakes, volcanoes, tsunamis, mass
wasting) that affect humanity. The intensity of
volcanic eruptions is controlled by the chemistry
and properties of the magma. Earthquakes are the
result of abrupt movements of the Earth. They
generate energy in the form of body and surface
waves.
Earth Science Pacing Guide – Revised April 2010
Big Idea/Essential
Questions/Scaffold
What is the natural
process in which heat
transfer in the Earth
occurs?
Vocabulary
Real World Content
Resource
secondary
seismic waves
seismology
surface waves
S-waves
thermal energy
upper mantle
wave amplitude
the Earth’s interior with
more accuracy.
but they take a long time to download.
http://www.ucmp.berkeley.edu/geolog
y/tectonics.html
Earthquake risk is
quantified by
considering geologic
surface material,
building design and
material, the condition
Additional
of infrastructure, and
Vocabulary
population patterns.
Aa flow
Unconsolidated
batholith
sediment is a dominant
caldera,
surface material in the
cinder cone
Midwest and is
columnar joints
vulnerable to
composite cone
liquefaction during
(stratovolcano) seismic shaking.
crater
dike
fissure
fissure eruption
flood basalt
hot spot
laccolith
lahar
mantle plumes
nuee ardent
pahoehoe flow
partial melting
pyroclastic flow
pyroclasts
shield volcano
sill
vent
28
4. Global Volcanism Program Geosphere (V.1.HS.2)
This is a database of the world's
volcanoes. It allows students to look
up geographic information, eruption
history, and general information.
http://www.hrw.com/science/siscience/earth/tectonics/volcano/
5. Plate Tectonics - Geosphere
(V.1.HS.2)
This site describes the different plate
tectonics of earth's outermost layer. It
describes the 3 types of boundaries.
There are several problems presented
for students to solve. There is a
Problem Solving icon at the bottom of
the page that outlines a problem
solving process to assist the students.
http://www.cotf.edu/ete/modules/mses
e/earthsysflr/plates1.html
6. Regents Prep Earth Science Geosphere (V.1.HS.1,2&3)
This site has a variety of Earth Science
resources appropriate for use by
students and teachers.
http://regentsprep.org/Regents/earthsci
/earthsci.cfm
Coded Content Expectation
for Discipline & Inquiry
E3.4e Explain how volcanoes change the
atmosphere, hydrosphere, and other Earth
systems.
Big Idea/Essential
Questions/Scaffold
How do volcanoes
change the Earth
Systems?
E2.1 Earth Systems Overview
The Earth is a system consisting of four major
interacting components: geosphere (crust, mantle,
and core), atmosphere (air), hydrosphere (water),
and biosphere (the living part of Earth). Physical,
chemical, and biological processes act within and
among the four components on a wide range of
time scales to continuously change Earth’s crust,
oceans, atmosphere, and living organisms. Earth
elements move within and between the
lithosphere, atmosphere, hydrosphere, and
biosphere as part of geochemical cycles.
E2.1C Explain, using specific examples, how a
change in one system affects other Earth systems.
How does a change in
one system affect the
other of the Earth
systems?
E3.4 Earthquakes and Volcanoes
Plate motions result in potentially catastrophic
events (earthquakes, volcanoes, tsunamis, mass
wasting) that affect humanity. The intensity of
volcanic eruptions is controlled by the chemistry
and properties of the magma. Earthquakes are the
result of abrupt movements of the Earth. They
generate energy in the form of body and surface
waves.
Why are fences offset
after an earthquake?
E3.4f Explain why fences are offset after an
earthquake using the elastic rebound theory.
Earth Science Pacing Guide – Revised April 2010
Vocabulary
viscosity
volcanic neck
volcano
aftershock
asthenosphere
body wave
crust
earthquake
elastic rebound
epicenter
fault
fault creep
focus
foreshock
inner core
liquefaction
lithosphere
magnitude
mantle
Moho
(Mohorovicic
discontinuity)
outer core
primary (P)
wave
Richter scale
secondary (S)
wave
seismic sea
wave
(tsunami),
seismogram
seismograph
shadow zone
surface wave
atmospheric
change
carbon cycle
29
Real World Content
Resource
7. Savage Earth Animations Geosphere (V.1.HS.2)
This site has very good animations of
several geologic processes that occur
on the earth. All animations have
written text to provide further
information.
http://www.pbs.org/wnet/savageearth/
8. Teacher's Guide to Hawaii
Volcanoes - Geosphere (V.1.HS.2)
The site is a list of activities and
pictures of Hawaii's volcanoes. Terms
and general information about
volcanoes are also a focus of topic.
http://volcano.und.edu/vwdocs/vwless
ons/atg.html
9. This Dynamic Earth-USGS Geosphere (V.1.HS.2)
This is an informational website about
plate tectonics. It provides some
illustrations and maps that may be
useful in presentations.
http://pubs.usgs.gov/gip/dynamic/dyna
mic.html
10. Understanding Plate Motions Geosphere (V.1.HS.2)
General information about plate
tectonics, describing various plates,
boundaries and motions.
http://pubs.usgs.gov/gip/dynamic/unde
rstanding.html
11. UNR Seismological Laboratory Geosphere (V.1.HS.2)
The site takes the student through the
Coded Content Expectation
for Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
carbon dioxide
convection
convection
current
Earth’s internal
energy sources
Elasticity
fossil fuels
geochemical
cycle
greenhouse gas
molten rock
plate boundary
plate collision
plate tectonics
release of
energy
seismic wave
viscosity
Earth Science Pacing Guide – Revised April 2010
30
Real World Content
Resource
basics of plate tectonics and
earthquakes. It has lots of links,
however, the student will be mainly
reading. The pictures are excellent.
http://www.seismo.unr.edu/index.html
12. USGS – Geosphere
(V.1.HS.1,2,3&4)
Includes information about volcanoes,
earthquakes, and plate tectonics.
Includes activities, models, and much,
much more.
http://www.usgs.gov/education/learnw
eb/ice.html
13. Volcano World - Geosphere
(V.1.HS.2)
Provides information about every
volcano in the world. When it last
erupted, etc.
http://volcano.und.nodak.edu/
Time: 3.5 Weeks
Unit 9: 4 – Rock Forming Process
Coded Content Expectation
for Discipline & Inquiry
E3.1 Advanced Rock Cycle
Igneous, metamorphic, and sedimentary rocks are
indicators of geologic and environmental
conditions and processes that existed in the past.
These include cooling and crystallization,
weathering and erosion, sedimentation and
lithification, and metamorphism. In some way,
all of these processes are influenced by plate
tectonics, and some are influenced by climate.
E3.1A Discriminate between igneous,
metamorphic, and sedimentary rocks and
describe the processes that change one kind of
rock into another.
E3.1B Explain the relationship between the rock
cycle and plate tectonics theory in regard to the
origins of igneous, sedimentary, and
metamorphic rocks.
E3.1c Explain how the size and shape of grains
in a sedimentary rock indicate the environment of
formation (including climate) and deposition.
E3.1d Explain how the crystal sizes of igneous
rocks indicate the rate of cooling and whether the
rock is extrusive or intrusive.
E2.1 Earth Systems Overview
The Earth is a system consisting of four major
interacting components: geosphere (crust, mantle,
Earth Science Pacing Guide – Revised April 2010
Earth Science Pacing Guide
Big Idea/Essential
Questions/Scaffold
What are the processes
involved in the
evolution of the rock
cycle?
Vocabulary
State
Vocabulary
contact
metamorphism
cooling
crystallization
deposition
erosion
extrusive
foliation
What are the processes grain shape
grain size
that change one kind
igneous rocks
of rock into another?
intrusive
lithification
What are the origins of magma
igneous, sedimentary, metamorphic
rocks
and metamorphic
metamorphism
rock?
molten rock
non-foliated
What factors indicate
texture
the formation and
plate
tectonic
deposition of
context
sedimentary rocks?
regional
metamorphism
What does crystal size
indicate about the rate rock cycle
rock sequence
of cooling and the
sedimentary
extrusive or intrusive
rocks
nature of a rock?
sedimentation
weathering
31
Real World Content
Resource
Rock forming
processes create largescale forms and
structures that assist in
the interpretation of
geologic history and the
plate tectonic context.
1. Cycles - Geosphere (V.1.MS.2)
This site primarily gives students
information about the rock cycle.
There is a very good graphic that
displays the three types of rock and
how they change. Information follows
the graphic. You'll need to go to the
site then click on Rock Cycle.
http://www.cotf.edu/ete/modules/mses
e/earthsysflr/cycles.html
Regions of the
continental crust that
expose (at the surface)
deep crustal igneous
and metamorphic rocks
are remnants of
mountain ranges and
must have experienced
dramatic uplift due to
the compression typical
of a convergent plate
boundary.
2. Geomysteries - Geosphere
(V.1.MS.2)
This is an outstanding interactive web
site. It has excellent pictures, video,
and animation of several rocks, their
properties, and how igneous,
metamorphic, and sedimentary rocks
are formed, complete with an
interactive geologic timeline. In
addition, it also has a question answer
The percentage of silica section which briefly asks students to
in igneous rocks is an
respond, to check their understanding
influential variable that of the material. Three major mysteries
relates to the origin and must be solved by students: Mystery of
history of magma in a
the Floating Rock (lava), Broken
plate tectonic context.
Necklace (fossils), and Golden Cube
The silica content
(Pyrite vs. Gold). Under the mystery of
influences the viscosity the Golden Cube students will discover
of magma, temperature why crystals have different shapes and
of crystallization of
that minerals can be classified
minerals, the types of
according to their hardness, color,
intrusive and extrusive density, cleavage and fracture.
igneous bodies and the Students can also see fast facts or
Coded Content Expectation
for Discipline & Inquiry
and core), atmosphere (air), hydrosphere (water),
and biosphere (the living part of Earth). Physical,
chemical, and biological processes act within and
among the four components on a wide range of
time scales to continuously change Earth’s crust,
oceans, atmosphere, and living organisms. Earth
elements move within and between the
lithosphere, atmosphere, hydrosphere, and
biosphere as part of geochemical cycles.
E2.1e Explain how the texture (foliated,
nonfoliated) of metamorphic rock can indicate
whether it has experienced regional or contact
metamorphism.
Earth Science Pacing Guide – Revised April 2010
Big Idea/Essential
Questions/Scaffold
What does texture of
metamorphic rock
indicate?
Vocabulary
Real World Content
Resource
Level 4
convection
convection
current
crystalline solid
Earth’s elements
Earth’s external
energy sources
Earth’s internal
energy sources
geochemical
cycle
hydrogen ion
molten rock
mountain
building
organic matter
plate boundary
plate collision
plate tectonics
proton
rock sequence
viscosity
byproducts of
check out where they could go for a
weathering and erosion. field trip. Several links for state
geological survey units are provided.
Basalt is the most
http://www.childrensmuseum.org/geo
common surface or
mysteries/index2.html
near surface crustal
rock because it is the
3. Rock Hounds With Rocky the Dog main product of ocean
Sedimentary, Igneous & Metamorphic
spreading centers
Rocks - Geosphere (V.1.MS.2)
which formed all the of Describes and provides animation of
the ocean crust.
various rock processes. Shows pictures
and describes rocks from each category
An ancient volcanic arc of rock type. The site is an in-depth
can be inferred from
look at igneous, metamorphic and
deposits of andesite
sedimentary rocks.
(fine grained, with
http://www.fi.edu/fellows/payton/rocks
intermediate percentage /create/index.html
of silica) and
pyroclastic rocks such
4. The Rock Cycle - Geosphere
as tuff and understood
(V.1.MS.3)
to be a product of a
The basics on the rock cycle.
composite (or strata)
http://www.moorlandschool.co.uk/eart
volcano.
h/rockcycle.htm
Additional
Vocabulary
chemical
sedimentary
rock
coarse-grained
texture
contact
metamorphous
detrital
sedimentary
rock
evaporate
extrusive
The composition and
sorting of sedimentary
grains provides clues to
the sediment source
region, transport history
and environment of
deposition.
32
Sedimentary rocks that
are comprised of
volcanic rock
fragments indicate a
volcanic source region,
and if sub-rounded to
Coded Content Expectation
for Discipline & Inquiry
Earth Science Pacing Guide – Revised April 2010
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
(volcanic)
fine-grained
texture
foliated texture
glassy texture
hydrothermal
solution
intrusive
(plutonic)
lava
lithification
magma
metamorphic
rock
nonfoliated
texture
porphyritic
texture
regional
metamorphis
rock cycle
sediment
strata
vein deposit
weathering
chemical
weathering
differential
weathering
eluviation
erosion
exfoliation
dome
external
processes
frost wedging
mechanical
weathering
angular a short travel
history, such as that of
an ocean trench next to
a volcanic arc. Well
rounded, quartz rich
sandstones may
represent a beach
environment at a
passive continental
margin.
33
Chemically precipitated
rocks that have formed
due to evaporation
(e.g., rock salt, rock
gypsum) are possibly
remnants of shallow
seas in warm arid
climates.
Biochemical
sedimentary rocks (e.g.,
chert, fossiliferous
limestone) originate in
ocean environments
when the hard remains
of marine organisms
collect as sediment.
Great ocean depth can
be inferred from chert
because calcium
carbonate has high
solubility in colder high
pressure environments,
typical of the deep
oceans.
Resource
Coded Content Expectation
for Discipline & Inquiry
Earth Science Pacing Guide – Revised April 2010
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
sheeting
solifluction
spheroidal
weathering
atom
atomic
arrangement
chemical change
chemical
compound
chemical
element
chemical energy
chemical
properties of
substances
chemical
reaction
closed system
crustal
deformation
crustal plate
movement
crystal
Earth system
atmosphere
Earth’s
atmosphere
Earth’s climate
Earth’s crust
Earth’s layers
evidence of
sedimentary
rock
geologic force
geologic
evidence
geological shift
Metamorphic rocks can
record a history of
changing pressure
and/or temperature that
can be associated with
specific plate tectonic
settings. For example,
blueschist represent the
high pressure low
temperature
environment of a
subduction zone.
Gneiss is produced
from a number of rock
types exposed to
extremely high pressure
and temperature that
occur deep in the crust
where mountain
building occurs. These
examples all have
foliation due to high
pressure. Marble and
quartzite are nonfoliated and may have
formed from contact
metamorphism caused
by extreme heat
provided by igneous
intrusions. However,
because marble and
quartzite are dominated
by equant minerals,
regional metamorphism
would not produce
foliation either.
34
Some important rock
Resource
Coded Content Expectation
for Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
heat convection
hydrosphere
internal
structure
lithification
mantle
molecular
arrangement
molecule
recrystallization
recycling of
matter
rock layer
movement
sediment
deposition
sedimentation
soil erosion
Earth Science Pacing Guide – Revised April 2010
35
Real World Content
forming processes
concentrate strategic
minerals in
economically viable
deposits.
Resource
Time: 3 Weeks
Unit 10:10 – Discerning Earth’s History
Earth Science Pacing Guide
Coded Content Expectation
for Discipline & Inquiry
E5.3 Geologic Dating
The solar system formed from a nebular cloud of
dust and gas 4.6 Ga (billion years ago). The Earth
has changed through time and has been affected
by both catastrophic (e.g., earthquakes, meteorite
impacts, volcanoes) and gradual geologic events
(e.g., plate movements, mountain building) as
well as the effects of biological evolution
(formation of an oxygen atmosphere). Geologic
time can be determined through both relative and
absolute dating.
Big Idea/Essential
Questions/Scaffold
How is Earth’s age
determined?
E5.3e Determine the approximate age of a
sample, when given the half-life of a radioactive
substance (in graph or tabular form) along with
the ratio of daughter to parent substances present
in the sample.
How is the age of a
radioactive substance
determined?
E5.3f Explain why C-14 can be used to date a
40,000 year old tree but U-Pb cannot.
Why can C-14 be used
to date a 40,000 year
old tree, but U-Pb
cannot.
E5.3g Identify a sequence of geologic events
using relative-age dating principles.
E5.3 Earth’s History and Geologic Time The
solar system formed from a nebular cloud of dust
and gas 4.6 Ga (billion years ago). The Earth has
changed through time and has been affected by
both catastrophic (e.g., earthquakes, meteorite
impacts, volcanoes) and gradual geologic events
(e.g., plate movements, mountain building) as
Earth Science Pacing Guide – Revised April 2010
How can relative
dating affect geologic
events?
Vocabulary
Real World Content
Resource
State
Vocabulary
absolute age
dating
C-14
CretaceousTertiary (K-T)
cross cutting
relationships
decay rates
evolution of life
geologic dating
geologic events
geologic time
geologic time
scale
half-life
index fossils
law of
superposition
Permian
extinctions
physical
relationship of
geologic
features
Pleistocene ice
age
principle of
original
horizontality
radioactive
decay
radioactive
elements
Determining sequences
of events in geologic
time couples what is
known about index
fossils with insights on
rock origin, rock layers
and the evolution of
life.
Radioactive Half-Life This site
discusses carbon dating and how half
life information is used.
http://www.ndted.org/EducationResources/HighSchoo
l/Radiography/halflife2.htm
36
A relative geologic
time scale was
constructed in the 18th
and 19th century using
index fossils in
conjunction with
relative age dating
principles such as the
law of superposition,
the principle of original
horizontality,
crosscutting
relationships,
inclusions and
unconformities.
Uniformitarianism is
the fundamental
principle of geology
that relates to the
interpretation of Earth
History. It says that
geologic processes
occurring today are
generally the same as
Radiocarbon Web-info Site This site
has information of C-14 dating.
http://www.c14dating.com/k12.html
DEQ, Geology in Michigan Geosphere (V.1.HS.1,2&3) New
Presentations, classroom materials, and
maps of Michigan's geology past and
present. Once in this site make sure to
go to the "For students and Teachers"
link which contains games, lessons,
diagrams, pictures, and multimedia.
http://www.michigan.gov/deq/0,1607,7
-135-3311_3582---,00.html
Geologic Time - Geosphere
(V.1.MS.4)
This site contains good research
information concerning geological
time. Good graphics. Some
information on fossils limited to
dinosaurs. To get to dinosaur
information go to the bottom of the site
and click on Dinosaur Floor.
http://www.cotf.edu/ete/modules/mses
e/earthsysflr/geotime.html
Coded Content Expectation
for Discipline & Inquiry
well as the effects of biological evolution
(formation of an oxygen atmosphere). Geologic
time can be determined through both relative and
absolute dating.
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
Resource
E5.3D Describe how index fossils can be used to
determine time sequence.
How can index fossils
be used to determine
sequence?
radioactive
isotopes
radioactive
substance
radiometric
dating
ratio of daughter
to parent
substance
relative age
dating
unconformities
U-Pb
those that shaped Earth
in the past, and can be
used to interpret Earth
history. A short hand
phrase is “the present is
the key to the past.”
Web Geologic Time Machine Geosphere (V.1.MS.4)
This interactive page could be used by
teachers and students to see examples
of rock types and fossil evidence for
the various time periods. It is very well
organized and researched. Perhaps a
teacher could devise a set of questions
for students to answer as they proceed
through the various time periods.
http://www.ucmp.berkeley.edu/help/ti
meform.html
Additional
Vocabulary
Angular
unconformity
catastrophism
Cenozoic era
correlation
cross-cutting
relationships
disconformity
eon
epoch
era
fossil
fossil succession
inclusion
Mesozoic era
nonconformity
numerical date
original
horizontality
Paleozoic era
period
Phanerozoic eon
Precambrian
radioactivity
Earth Science Pacing Guide – Revised April 2010
37
Early scientific
research on the nature
and behavior of the
atom led to an
understanding of how
radiometric decay
could be used for age
dating of geologic
materials. Radiometric
dating techniques put
absolute ages on
geologic and
paleontologic events
some of which are the
basis of divisions in the
geologic time scale.
The techniques of
radioactive dating are
valid and
understandable.
Misrepresentation of
the processes and level
of validity has occurred
in the non-scientific
publications.
Coded Content Expectation
for Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
radiometric
dating
superposition
unconformity
uniformitarianism
Nebular
hypothesis
outgassing
shields
stromatolites
carbon-14
Uranium-238 to
Lead-206
Uranium-235 to
Lead-207
Thorium-232 to
Lead-208
Rubidium-87 to
Strontium-87
Potassium-40 to
Argon-40
alpha emission
beta emission
electron capture
geologic
evidence
decay rate
geologic time
geologic time
scale
geological
dating
rate of nuclear
decay
release of
energy
Earth Science Pacing Guide – Revised April 2010
38
Real World Content
Resource
Time: 2 Weeks
Unit 11: 8 – Cosmology and Earth’s Place in the Universe
Earth Science Pacing Guide
Coded Content Expectation
for Discipline & Inquiry
E5.1 Earth in Space
Scientific evidence indicates the universe is
orderly in structure, finite, and contains all matter
and energy. Information from the entire light
spectrum tells us about the composition and
motion of objects in the universe. Early in the
history of the universe, matter clumped together
by gravitational attraction to form stars and
galaxies. According to the Big Bang theory, the
universe has been continually expanding at an
increasing rate since its formation about 13.7
billion years ago.
Big Idea/Essential
Questions/Scaffold
What is the
composition of the
universe?
E5.3A Explain how the solar system formed
from a nebula of dust and gas in a spiral arm of
the Milky Way Galaxy about 4.6 Ga (billion
years ago).
How was the Milky
Way formed?
E5.1A Describe the position and motion of our
solar system in our galaxy and the overall scale,
structure, and age of the universe.
What is the position in
and motion of our
solar system within
our galaxy?
E5.1b Describe how the Big Bang theory
accounts for the formation of the universe.
What is the Big Bang
Theory?
E5.1c Explain how observations of the cosmic
background radiation have helped determine the
age of the universe.
How has cosmic
background radiation
helped determine the
age of the universe?
E5.1d Differentiate between the cosmological
and Doppler red shift.
What is the difference
between the
cosmological and
Doppler red shift?
Earth Science Pacing Guide – Revised April 2010
Vocabulary
Real World Content
Resource
State
Vocabulary
age of universe
big bang theory
cosmic
background
radiation
cosmological
red shift
Doppler red
shift
expanding
universe
light spectrum
Milky Way
Galaxy
motion of solar
system
nebular cloud
scale of universe
spiral arm
structure of
universe
Evolution of universe:
major feature of “big
bang” theory.
The Doppler Redshift
results from the relative
motion of the light
emitting object and an
observer. If the source
of light is moving away
from an observer the
wavelength of the light
is shifted towards the
red due to an apparent
increase in wavelength
from that perspective.
If the source of light is
moving toward an
observer, the
wavelength of the light
is shifted toward the
blue due to an apparent
shortening of
wavelength. These
effects, called the
redshift and the
blueshift, respectively
are together known as
Doppler shifts.
The Cosmological
Redshift (or Hubble
Redshift) is a redshift
caused by the
expansion of space.
The wavelength of light
increases as it traverses
1. Outstanding - This site has an
interactive 3-D space travel, in which
the students control the space craft and
travel throughout the universe. This
site also provides information on each
of the planets, the sun, and comets.
This site also provides lots of
information on new scientific
discoveries such as worm holes, and
multi-dimensional space. There is also
a section on the origin of space, and its
controversies, and a section devoted to
teachers and students. To experience
the virtual space tour you must have
shockwave 8.5 plug-in installed on
your computer, or you can download it
from the site.
http://www.bbc.co.uk/science/space/
39
2. Our Place in Space, the Milky Way
Galaxy - Solar System, Galaxy, and
Universe (V.4.HS.2)
This site gives students a very good
idea of where we are within our
galaxy. It is totally interactive and
gives them a good idea of the scale we
are talking about when we refer to the
Milky Way.
http://www.ology.amnh.org/astronomy
/milkyway/index.htm
3. The Birth and Formation of
Galaxies
http://www.solarviews.com/eng/galaxy
formation.htm
Coded Content Expectation
for Discipline & Inquiry
Big Idea/Essential
Questions/Scaffold
Vocabulary
Real World Content
the expanding universe
between its point of
emission and its point
of detection
proportional to the
expansion of space
during the crossing
time.
Cosmic background
radiation is considered
a remnant of the big
bang.
Structure of universe:
Location of our galaxy
among others and role
of gravitation in galaxy
formation.
Earth Science Pacing Guide – Revised April 2010
40
Resource
Time: 3 Weeks
Unit 12: 9 – The Sun and Other Stars
Earth Science Pacing Guide
Coded Content Expectation
for Discipline & Inquiry
E5.2 The Sun
Stars, including the Sun, transform matter into
energy in nuclear reactions. When hydrogen
nuclei fuse to form helium, a small amount of
matter is converted to energy. Solar energy is
responsible for life processes and weather as well
as phenomena on Earth. These and other
processes in stars
Big Idea/Essential
Questions/Scaffold
What are the
similarities and
differences between
Sun Stars and Stellar
Evolution Stars?
E5.2A Identify patterns in solar activities
(sunspot cycle, solar flares, solar wind).
What causes patterns
in solar activities?
E5.2B Relate events on the Sun to phenomena
such as auroras, disruption of radio and satellite
communications, and power disturbances.
What is the sun’s
impact on auroras,
disruption of radio and
satellite
communications, and
power disturbances?
E5.2C Describe how nuclear fusion produces
energy in the Sun.
How does nuclear
fusion produce energy
in the sun?
E5.2D Describe how nuclear fusion and other
processes in stars have led to the formation of all
the other chemical elements.
How have nuclear
fusion and other
processes in the stars
led to the formation of
other chemical
elements?
E5.2x Stellar Evolution
Stars, including the Sun, transform matter into
energy in nuclear reactions. When hydrogen
nuclei fuse to form helium, a small amount of
How is the H-R
diagram used to
deduce parameters?
Earth Science Pacing Guide – Revised April 2010
Vocabulary
State
Vocabulary
Auroras
HertzsprungRussell (H-R)
diagram
life cycle of
stars
nuclear fusion
nuclear
reactions
power
disturbances
radio and
satellite
communication
release of
energy
solar energy
solar flares
solar wind
source of
chemical
elements
spontaneous
nuclear
reaction
star composition
star destruction
star equilibrium
star formation
star size
star system
41
Real World Content
There is evidence that
Earth’s climate is
affected by the solar
activity cycle.
Three dimensional
images of the sun by
space crafts, such as the
STEREO, have greatly
enhanced our ability to
follow solar storms and
forecast arrival time to
Earth.
The origin of elements
involves the formation
of Hydrogen and
Helium in the early
universe followed by
the formation of
heavier elements.
Resource
1. The Virtual Sun - Solar System,
Galaxy, and Universe (V.4.HS.1&3)
Outstanding! This is an excellent site
of excellent graphics. It takes students
through a journey through the sun.
There are MPEG movies of the sun,
sunspots, eclipses, and solar flares.
There is a help page link on how to
view the movies along with free
software and other available software
to download for both PCs and Mac's.
http://www.astro.uva.nl/demo/od95/
2. Life Cycle of a Star - Solar System,
Galaxy and Universe (V.4.HS.1&3)
This takes the student through the
entire life cycle of different types of
stars. It will compare other stars to our
sun and show how planetary nebulas,
black holes, and white dwarves are
formed.
http://sunshine.chpc.utah.edu/labs/star_
life/starlife_main.html
3. The Life Cycle of Stars, Information
and Activity Book - Solar System,
Galaxy and Universe (V.4.HS.1&3)
This site contains a booklet with
information about stars (formation,
energy, classification, black holes, and
more). There are many student activity
ideas in the booklet and it is suggested
that the booklet be used in conjunction
with the Imagine the Universe website
Coded Content Expectation
for Discipline & Inquiry
matter is converted to energy. These and other
processes in stars have led to the formation of all
the other chemical elements. There is a wide
range of stellar objects of different sizes and
temperatures. Stars have varying life histories
based on these parameters.
Big Idea/Essential
Questions/Scaffold
Vocabulary
star temperature
star types
stellar energy
stellar evolution
sunspot cycle
E5.2e Explain how the Hertzsprung-Russell (HR) diagram can be used to deduce other
parameters (distance).
E5.2f Explain how you can infer the temperature,
life span, and mass of a star from its color. Use
the H-R diagram to explain the life cycle of stars.
How can temperature,
lifespan, and mass of a
star be determined
from its color?
E5.2g Explain how the balance between fusion
and gravity controls the evolution of a star
(equilibrium).
How does the balance
between fusion and
gravity control the
evolution of a star?
E5.2h Compare the evolution paths of low,
moderate and high mass stars using the H-R
diagram.
How do the evolution
paths of low,
moderate, and high
mass stars vary?
Earth Science Pacing Guide – Revised April 2010
42
Real World Content
Resource
or CD-ROM
http://imagine.gsfc.nasa.gov/docs/teach
ers/lifecycles/Imagine2.pdf
4. Solar weather and its effect on
satellites
The sun, as does the earth, has its
seasons, but the sun’s major cycle of
seasons disrupts communication,
overloads power systems, and leaves
millions of…
http://www.gordon.army.mil/AC/Wint
er/Winter%2000/stormy.htm