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Prentice Hall Earth Science (Tarbuck) © 2009Correlated to:

Michigan High School Content Expectations - Earth Science(High School)

MICHIGAN HIGH SCHOOL CONTENTEXPECTATIONS - EARTH SCIENCE

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appropriate location(s))STANDARD E1: INQUIRY, REFLECTION, AND SOCIAL IMPLICATIONS

Students will understand the nature of science and demonstrate an ability to practicescientific reasoning by applying it to the design, execution, and evaluation of scientificinvestigations. Students will demonstrate their understanding that scientific knowledge isgathered through various forms of direct and indirect observations and the testing of thisinformation by methods including, but not limited to, experimentation. They will be able todistinguish between types of scientific knowledge (e.g., hypotheses, laws, theories) andbecome aware of areas of active research in contrast to conclusions that are part ofestablished scientific consensus. They will use their scientific knowledge to assess thecosts, risks, and benefits of technological systems as they make personal choices andparticipate in public policy decisions. These insights will help them analyze the role scienceplays in society, technology, and potential career opportunities.

E1.1 Scientific Inquiry

Science is a way of understanding nature. Scientific research may begin by generatingnew scientific questions that can be answered through replicable scientific investigationsthat are logically developed and conducted systematically. Scientific conclusions andexplanations result from careful analysis of empirical evidence and the use of logicalreasoning. Some questions in science are addressed through indirect rather than directobservation, evaluating the consistency of new evidence with results predicted by modelsof natural processes. Results from investigations are communicated in reports that arescrutinized through a peer review process.

E1.1A Generate new questions that can beinvestigated in the laboratory or field.

SE/TE: 23-24, 728-733; SectionAssessment: 1.5; Inquiry Activity: 1, 33,65, 93, 125, 157, 187, 217, 247, 279, 307,335, 363, 393, 421, 447, 475, 503, 531,557, 587, 613, 643, 673, 699; Quick Lab:82, 251, 287, 412, 590; Exploration Lab:26, 58, 86, 150, 181, 210, 240, 272, 300,326, 356, 414, 440, 468, 496, 524, 550,606, 636, 666, 692, 723; Application Lab:118, 386, 580; Problem-Solving Activity:323TE: 1C-1D; Laboratory Manual: ScienceSafety Rules, Safety Symbols, LaboratorySafety Contract, Student Safety Test, LabSkills Checkup 1-5, Labs for Chapters 1-21;Guided Reading and Study Workbook: 1.5;Chapter 1 Test; Test Prep Resources:Chapter 1

SE = Student Edition TE = Teacher's Edition1





appropriate location(s))E1.1B Evaluate the uncertainties or validityof scientific conclusions using anunderstanding of sources of measurementerror, the challenges of controllingvariables, accuracy of data analysis, logic ofargument, logic of experimental design,and/or the dependence on underlyingassumptions.

SE/TE: 23-24, 730-731, 738-739, 741;Section Assessment: 1.5TE: Laboratory Manual: Measuring Volumeand Temperature; Guided Reading andStudy Workbook: 1.5; Chapter 1 Test

E1.1C Conduct scientific investigationsusing appropriate tools and techniques(e.g., selecting an instrument thatmeasures the desired quantity—length,volume, weight, time interval, temperature—with the appropriate level of precision).

SE/TE: 16-17, 25, 56, 117, 269, 332, 352,406, 454, 549, 635, 678-683, 722, 732-733, 742; Section Assessment: 24.2TE: Teacher Demo: 679; Guided Readingand Study Workbook: 24.2; Chapter Test:24

E1.1D Identify patterns in data and relatethem to theoretical models.

SE/TE: 66-69, 85, 113-116, 158-163, 164-170, 171-179, 218-221, 222-227, 231-232,269, 308-311, 336-341, 448-453, 459, 460,479-482, 534-536, 746-747, 750, 751; Howthe Earth Works: 148, 208, 238, 298, 438,494, 578, 604; Inquiry Activity: 65, 157;Section Assessment: 3.1, 4.4, 6.1, 12.1,16.1; Application Lab: 118-119; ExplorationLab: 150TE: 64C-64D, 92C-92D, 124C-124D;Teacher Demo: 68, 114, 310, 339, 451,481; Build Science Skills: 68, 159, 160,309, 460, 479, 536; Laboratory Manual:Recovering Oil, Desalinization by Distillation,Rivers That Shape the Land, ModelingCavern Formation; Guided Reading andStudy Workbook: 3.1, 4.4, 6.1, 11.1, 12.1,16.1, 17.1; Chapter Test: 3, 4, 6, 11, 12,16, 17






appropriate location(s))E1.1E Describe a reason for a givenconclusion using evidence from aninvestigation.


E1.1f Predict what would happen if thevariables, methods, or timing of aninvestigation were changed.

SE/TE: Exploration Lab: 151, 181, 415,441, 497, 525, 606-607TE: Laboratory Manual: xix, xx, xxi, 7, 37,47, 59, 107, 111, 137

E1.1g Based on empirical evidence, explainand critique the reasoning used to draw ascientific conclusion or explanation.

SE/TE: 23-24, 730-731TE: Laboratory Manual: xix, xx, xxi

E1.1h Design and conduct a systematicscientific investigation that tests ahypothesis. Draw conclusions from datapresented in charts or tables.

SE/TE: SE/TE: 23-24, 728-733; SectionAssessment: 1.5; Inquiry Activity: 1, 33,65, 93, 125, 157, 187, 217, 247, 279, 307,335, 363, 393, 421, 447, 475, 503, 531,557, 587, 613, 643, 673, 699; Quick Lab:82, 251, 287, 412, 590; Exploration Lab:26, 58, 86, 150, 181, 210, 240, 272, 300,326, 356, 414, 440, 468, 496, 524, 550,606, 636, 666, 692, 723; Application Lab:118, 386, 580; Problem-Solving Activity:323TE: 1C-1D; Laboratory Manual: LaboratoryManual: Science Safety Rules, SafetySymbols, Laboratory Safety Contract,Student Safety Test, Lab Skills Checkup 1-5, Labs for Chapters 1-21; Guided Readingand Study Workbook: 1.5; Chapter 1 Test;Test Prep Resources: Chapter 1






appropriate location(s))E1.1i Distinguish between scientificexplanations that are regarded as currentscientific consensus and the emergingquestions that active researchersinvestigate.

SE/TE: 2-5, 23-24, 730-731; InquiryActivity: 1; Section Assessment: 1.1, 1.5TE: Teacher Demo: 4; Guided Reading andStudy Workbook: 1.1, 1.5; Chapter 1 Test

E1.2 Scientific Reflection and Social Implications

The integrity of the scientific process depends on scientists and citizens understanding andrespecting the “Nature of Science.” Openness to new ideas, skepticism, and honesty areattributes required for good scientific practice. Scientists must use logical reasoning duringinvestigation design, analysis, conclusion, and communication. Science can producecritical insights on societal problems from a personal and local scale to a global scale.Science both aids in the development of technology and provides tools for assessing thecosts, risks, and benefit of technological systems. Scientific conclusions and argumentsplay a role in personal choice and public policy decisions. New technology and scientificdiscoveries have had a major influence in shaping human history. Science and technologycontinue to offer diverse and significant career opportunities.

E1.2A Critique whether or not specificquestions can be answered throughscientific investigations.


E1.2B Identify and critique argumentsabout personal or societal issues based onscientific evidence.

SE/TE: 731; Inquiry Activities: Chapters 11,15, 18, 19; Quick Lab: Chapters 3, 9, 10,14, 21; Exploration Lab: Chapter 15;Application Lab: Chapters 4, 5, 6






appropriate location(s))E1.2C Develop an understanding of ascientific concept by accessing informationfrom multiple sources. Evaluate thescientific accuracy and significance of theinformation.

SE/TE: 26, 58, 86, 150, 210, 240, 356,414, 440, 468, 524, 550, 692, 744-745,746, 747, 748-749, 750, 751, 752-753,754, 755, 756TE: Laboratory Manual: 31, 47, 65, 73, 85,93, 97, 107, 111, 123, 129, 133, 137, 145,151

E1.2D Evaluate scientific explanations in apeer review process or discussion format.

SE/TE: 731; Inquiry Activities: Chapters 11,15, 18, 19; Quick Lab: Chapters 3, 9, 10,14, 21; Exploration Lab: Chapter 15;Application Lab: Chapters 4, 5, 6

E1.2E Evaluate the future career andoccupational prospects of science fields.

SE/TE: T38-T39, 11-17; Exploration Lab:26-27 Section Assessment: 1.3

E1.2f Critique solutions to problems, givencriteria and scientific constraints.

SE/TE: SE/TE: 23-24, 728-733; SectionAssessment: 1.5; Inquiry Activity: 1, 33,65, 93, 125, 157, 187, 217, 247, 279, 307,335, 363, 393, 421, 447, 475, 503, 531,557, 587, 613, 643, 673, 699; Quick Lab:82, 251, 287, 412, 590; Exploration Lab:26, 58, 86, 150, 181, 210, 240, 272, 300,326, 356, 414, 440, 468, 496, 524, 550,606, 636, 666, 692, 723; Application Lab:118, 386, 580; Problem-Solving Activity:323TE: 1C-1D; Laboratory Manual: ScienceSafety Rules, Safety Symbols, LaboratorySafety Contract, Student Safety Test, LabSkills Checkup 1-5, Labs for Chapters 1-21;Guided Reading and Study Workbook: 1.5;Chapter 1 Test; Test Prep Resources:Chapter 1






appropriate location(s))E1.2g Identify scientific trade offs in designdecisions and choose among alternativesolutions.

SE/TE: 730-731; Student Edition LabWorksheets: 161, 165, 169, 171, 175, 179,181, 183, 185, 189, 191, 195, 197, 199,203, 207, 209, 211, 213, 217, 219, 223,225, 227, 229; Laboratory Manual: 7, 11,17, 23, 31, 37, 41, 47, 53, 59, 65, 69, 73,79, 85, 89, 93, 97, 101, 107, 111, 115,119, 123, 129, 133, 137, 141, 145, 151,157TE: Quick Lab: 82, 251, 287, 412, 590;Exploration Lab: 26, 58, 86, 150, 181, 210,240, 272, 300, 326, 356, 414, 440, 468,496, 524, 550, 606, 636, 666, 692, 723;Application Lab: 118, 386, 580; TELaboratory Manual: 7, 11, 17, 23, 31, 37,41, 47, 53, 59, 65, 69, 73, 79, 85, 89, 93,97, 101, 107, 111, 115, 119, 123, 129,133, 137, 141, 145, 151, 157; Lesson PlansBooklet: Chapters 1-25

E1.2h Describe the distinctions betweenscientific theories, laws, hypotheses, andobservations.

SE/TE: 23-24, 730-731; SectionAssessment: 1.5TE: Laboratory Manual: Measuring Volumeand Temperature; Guided Reading andStudy Workbook: 1.5; Chapter 1 Test

E1.2i Explain the progression of ideas andexplanations that lead to science theoriesthat are part of the current scientificconsensus or core knowledge.

SE/TE: 16-17, 23-25, 56, 117, 269, 332,352, 406, 454, 549, 614-621, 635, 678-683, 722; Section Assessment: 24.2TE: T38-39; Teacher Demo: 679; GuidedReading and Study Workbook: 24.2;Chapter Test: 24

E1.2j Apply science principles or scientificdata to anticipate effects of technologicaldesign decisions.

SE/TE: T38-T39, 25, 56, 117, 180, 269,332, 333, 352, 406, 454, 523, 549, 635,722TE: Teaching Tips: 25, 56, 117, 180, 269,332, 333, 352, 406, 454, 523, 549, 635,722

E1.2k Analyze how science and societyinteract from a historical, political,economic, or social perspective.

SE/TE: 16-17, 25, 56, 117, 269, 332, 352,406, 454, 549, 635, 678-683, 722; SectionAssessment: 24.2TE: T38-39; Teacher Demo: 679; GuidedReading and Study Workbook: 24.2;Chapter Test: 24






appropriate location(s))STANDARD E2: EARTH SYSTEMS

Students describe the interactions within and between Earth systems. Students willexplain how both fluids (water cycle) and solids (rock cycle) move within Earth systemsand how these movements form and change their environment. They will describe therelationship between physical process and human activities and use this understanding todemonstrate an ability to make wise decisions about land use.

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 partof Earth). Physical, chemical, and biological processes act within and among the fourcomponents on a wide range of time scales to continuously change Earth’s crust, oceans,atmosphere, and living organisms. Earth elements move within and between thelithosphere, atmosphere, hydrosphere, and biosphere as part of geochemical cycles.

E2.1A Explain why the Earth is essentially aclosed system in terms of matter.

SE/TE: 18-22; Section Assessment: 1.4TE: Build Science Skills: 22; Guided Readingand Study Workbook: 1.4; Chapter 1 Test

E2.1B Analyze the interactions between themajor systems (geosphere, atmosphere,hydrosphere, biosphere) that make up theEarth.

SE/TE: 7-10; Section Assessment: 1.2TE: Teacher Demo: 8, 10; LaboratoryManual: Evaluating Precision; Chapter 1Test

E2.1C Explain, using specific examples, howa change in one system affects other Earthsystems.

SE/TE: 18-22, 108-112; SectionAssessment: 1.4, 4.3TE: Teacher Demo: 22, 111; GuidedReading and Study Workbook: 1.4, 4.3;Chapter 1, 4 Test






appropriate location(s))E2.2 Energy in Earth Systems

Energy in Earth systems can exist in a number of forms (e.g., thermal energy as heat inthe 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 toanother. Movement of matter and its component elements, through and between Earth’ssystems, is driven by Earth’s internal (radioactive decay and gravity) and external (Sun asprimary) sources of energy. Thermal energy is transferred by radiation, convection, andconduction. Fossil fuels are derived from plants and animals of the past, arenonrenewable, and, therefore, are limited in availability. All sources of energy for humanconsumption (e.g., solar, wind, nuclear, ethanol, hydrogen, geothermal, hydroelectric)have advantages and disadvantages.

E2.2A Describe the Earth’s principal sourcesof internal and external energy (e.g.,radioactive decay, gravity, solar energy).

SE/TE: 94-101, 102-107, 108-112, 113-116, 410-411; Inquiry Activity: 93;Application Lab: 118-119; SectionAssessment: 4.1, 4.2, 4.3, 4.4TE: 92C-92D; Teacher Demo: 96, 99, 105,106, 111, 114; Build Science Skills: 96,100, 103, 411; Laboratory Manual:Recovering Oil, Desalinization byDistillation; Guided Reading and StudyWorkbook: 4.1, 4.2, 4.3, 4.4; Chapter Test:4

E2.2B Identify differences in the origin anduse of renewable (e.g., solar, wind, water,biomass) and nonrenewable (e.g., fossilfuels, nuclear [U-235]) sources of energy.

SE/TE: 94-101, 102-107, 410-411; InquiryActivity: 93; Section Assessment: 4.1, 4.2TE: 92C-92D; Teacher Demo: 96, 99, 105,106; Build Science Skills: 96, 100, 103,411; Guided Reading and Study Workbook:4.1, 4.2; Chapter Test: 4

E2.2C Describe natural processes in whichheat transfer in the Earth occurs byconduction, convection, and radiation.

SE/TE: 94-101, 102-107, 410-411, 483-487; Inquiry Activity: 93; SectionAssessment: 4.1, 4.2, 17.2TE: 92C-92D; Teacher Demo: 96, 99, 105,106, 484, 486; Laboratory Manual:Determining How Temperature Changeswith Altitude; Build Science Skills: 96, 100,103, 411; Guided Reading and StudyWorkbook: 4.1, 4.2, 17.2; Chapter Test: 4,17






appropriate location(s))E2.2D Identify the main sources of energyto the climate system.

SE/TE: 476-482, 483-487, 488-493, 494-495, 588-591, 600-603; Inquiry Activity:475, 587; Quick Lab: 590; Exploration Lab:606-607; Section Assessment: 17.1, 17.2,17.3, 21.1, 21.3TE: 474C-474D, 586C-586D; Build ScienceSkills: 479, 484, 486; Teacher Demo: 481,484, 490, 589, 601; Laboratory Manual:Determining How Temperature Changeswith Altitude, Investigating Factors ThatControl Temperature, Modeling theGreenhouse Effect; Guided Reading andStudy Workbook: 17.1, 17.2, 17.3, 21.1,21.3; Chapter Test: 17, 21

E2.2e Explain how energy changes formthrough Earth systems.

SE/TE: 18-22, 108-112; SectionAssessment: 1.4, 4.3TE: Teacher Demo: 22, 111; GuidedReading and Study Workbook: 1.4, 4.3;Chapter 1, 4 Test

E2.2f Explain how elements exist indifferent compounds and states as theymove from one reservoir to another.

SE/TE: 34-43; Inquiry Activity: 33; SectionAssessment: 2.1TE: Build Science Skills: 38; Teacher Demo:39, 42; Chapter 2 Test

E2.3 Biogeochemical Cycles

The Earth is a system containing essentially a fixed amount of each stable chemical atomor element. Most elements can exist in several different states and chemical forms; theymove within and between the geosphere, atmosphere, hydrosphere, and biosphere as partof the Earth system. The movements can be slow or rapid. Elements and compounds havesignificant impacts on the biosphere and have important impacts on human health.

E2.3A Explain how carbon exists in differentforms such as limestone (rock), carbondioxide (gas), carbonic acid (water), andanimals (life) within Earth systems and howthose forms can be beneficial or harmful tohumans.

SE/TE: 38, 42, 49, 85, 110, 129, 176, 343,350, 477, 487, 602, 646, 662 TE: Build Reading Literacy: 350; TeachingTips: 85






appropriate location(s))E2.3b Explain why small amounts of somechemical forms may be beneficial for lifebut are poisonous in large quantities (e.g.,dead zone in the Gulf of Mexico, Lake Nyosin Africa, fluoride in drinking water).

SE/TE: 108-112, 113-116; Application Lab:118-119; Section Assessment: 4.3, 4.4TE: Teacher Demo: 111, 114; LaboratoryManual: Recovering Oil, Desalinization byDistillation; Guided Reading and StudyWorkbook: 4.3, 4.4; Chapter 4 Test

E2.3c Explain how the nitrogen cycle is partof the Earth system.

SE/TE: 34, 42, 136-137, 477TE: Facts and Figures: 137

E2.3d Explain how carbon moves throughthe Earth system (including the geosphere)and how it may benefit (e.g., improve soilsfor agriculture) or harm (e.g., act as apollutant) society.

SE/TE: SE/TE: 38, 42, 49, 85, 110, 129,176, 343, 350, 477, 487, 602, 646, 662 TE: Build Reading Literacy: 350; TeachingTips: 85

E2.4 Resources and Human Impacts on Earth Systems

The Earth provides resources (including minerals) that are used to sustain human affairs.The supply of nonrenewable natural resources is limited and their extraction and use canrelease 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 useand long-term development must include an understanding of the interactions betweenEarth systems and human activities.

E2.4A Describe renewable andnonrenewable sources of energy for humanconsumption (electricity, fuels), comparetheir effects on the environment, andinclude overall costs and benefits.

SE/TE: 94-101, 102-107, 410-411; InquiryActivity: 93; Section Assessment: 4.1, 4.2TE: 92C-92D; Teacher Demo: 96, 99, 105,106; Build Science Skills: 96, 100, 103,411; Guided Reading and Study Workbook:4.1, 4.2; Chapter Test: 4

E2.4B Explain how the impact of humanactivities on the environment (e.g.,deforestation, air pollution, coral reefdestruction) can be understood through theanalysis of interactions between the fourEarth systems.

SE/TE: 7-10, 18-22; Section Assessment:1.2, 1.4TE: Teacher Demo: 8, 10; Build ScienceSkills: 22; Guided Reading and StudyWorkbook: 1.2, 1.4; Chapter 1 Test

E2.4c Explain ozone depletion in thestratosphere and methods to slow humanactivities to reduce ozone depletion.

SE/TE: 22, 110, 111, 495; SectionAssessment: 4.3TE: Address Misconceptions: 110; Chapter 4Test






appropriate location(s))E2.4d Describe the life cycle of a product,including the resources, production,packaging, transportation, disposal, andpollution.

SE/TE: 117, 94-101; Inquiry Activity: 93;Section Assessment: 4.1TE: Teacher Demo: 96, 99; Build ScienceSkills: 96, 100; Guided Reading and StudyWorkbook: 4.1; Chapter 4 Test

STANDARD E3: THE SOLID EARTH

Students explain how scientists study and model the interior of the Earth and its dynamicnature. They use the theory of plate tectonics, the unifying theory of geology, to explain awide variety of Earth features and processes and how hazards resulting from theseprocesses impact society.

E3.p1 Landforms and Soils (prerequisite)

Landforms are the result of a combination of constructive and destructive forces.Constructive forces include crustal deformation, volcanic eruptions, and deposition ofsediments transported in rivers, streams, and lakes through watersheds. Destructiveforces include weathering and erosion. The weathering of rocks and decomposed organicmatter result in the formation of soils. (prerequisite)

E3.p1A Explain the origin of Michiganlandforms. Describe and identify surfacefeatures using maps and satellite images.(prerequisite)

SE/TE: 16-17, 319

E3.p1B Explain how physical and chemicalweathering leads to erosion and theformation of soils and sediments.(prerequisite)

SE/TE: 126-132, 133-142; Inquiry Activity:125; Exploration Lab: 150-151; SectionAssessment: 5.1, 5.2TE: Build Science Skills: 127, 129, 136,137, 140; Teacher Demo: 128, 134; GuidedReading and Study Workbook: 5.1, 5.2;Chapter 5 Test

E3.p1C Describe how coastal features areformed by wave erosion and deposition.(prerequisite)

SE/TE: 455-460, 461-467; Exploration Lab:468-469; Section Assessment: 16.2, 16.3TE: Teacher Demo: 455; Build ScienceSkills: 465, 466; Laboratory Manual:Shoreline Features; Guided Reading andStudy Workbook: 16.2, 16.3; Chapter 16Test






appropriate location(s))E3.p2 Rocks and Minerals (prerequisite)

Igneous, metamorphic, and sedimentary rocks are constantly forming and changingthrough various processes. As they do so, elements move through the geosphere. Inaddition to other geologic features, rocks and minerals are indicators of geologic andenvironmental conditions that existed in the past. (prerequisite)

E3.p2A Identify common rock-formingminerals (quartz, feldspar, biotite, calcite,hornblende). (prerequisite)

SE/TE: 44-49, 50-55; Exploration Lab: 58-59; Section Assessment: 2.2, 2.3TE: Teacher Demo: 45, 46; Build ScienceSkills: 48, 54; Evaluate Understanding: 55;Laboratory Manual: Crystal Systems;Guided Reading and Study Workbook: 2.2,2.3; Chapter 2 Test

E3.p2B Identify common igneous (granite,basalt, andesite, obsidian, pumice),metamorphic (schist, gneiss, marble, slate,quartzite), and sedimentary (sandstone,limestone, shale, conglomerate) rocks anddescribe the processes that change onekind of rock to another. (prerequisite)

SE/TE: 66-69, 70-74, 75-79, 80-84; QuickLab: 82; Exploration Lab: 86-87; SectionAssessment: 3.2, 3.3, 3.4; Inquiry Activity:65TE: Teacher Demo: 68, 72, 77; GuidedReading and Study Workbook: Section 3.1,3.2, 3.3, 3.4; Build Science Skills: 68, 70,76, 78; Address Misconceptions: 76;Laboratory Manual: Classifying Rocks Usinga Kay; Chapter 3 Test

E3.p3 Basic Plate Tectonics (prerequisite)

Early evidence for the movement of continents was based on the similarities of coastlines,geology, faunal distributions, and paleoclimatelogical data across the Atlantic and IndianOceans. In the 1960s, additional evidence from marine geophysical surveys, seismology,volcanology, and paleomagnetism resulted in the development of the theory of platetectonics. (prerequisite)

E3.p3A Describe geologic, paleontologic,and paleoclimatalogic evidence thatindicates Africa and South America wereonce part of a single continent.

SE/TE: 248-253; Inquiry Activity: 247;Quick Lab: 252; Section Assessment: 9.1TE: Teacher Demo: 249; Build ScienceSkills: 251; Guided Reading and StudyWorkbook: 9.1; Chapter 9 Test

E3.p3B Describe the three types of plateboundaries (divergent, convergent, andtransform) and geographic featuresassociated with them (e.g., continental riftsand mid-ocean ridges, volcanic and islandarcs, deep-sea trenches, transform faults).

SE/TE: 261-268; Section Assessment: 9.3TE: Teacher Demo: 262, 264; Build ScienceSkills: 261; Laboratory Manual: Modeling aPlate Boundary; Guided Reading and StudyWorkbook: 9.3; Chapter 9 Test






appropriate location(s))E3.p3C Describe the three major types ofvolcanoes (shield volcano, stratovolcano,and cinder cones) and their relationship tothe Ring of Fire.

SE/TE: 286-294; Inquiry Activity: 279;Quick Lab: 287; Section Assessment: 294TE: Teacher Demo: 288, 291; GuidedReading and Study Workbook: 10.2;Chapter 10 Test

E3.1 Advanced Rock Cycle

Igneous, metamorphic, and sedimentary rocks are indicators of geologic andenvironmental conditions and processes that existed in the past. These include cooling andcrystallization, weathering and erosion, sedimentation and lithification, andmetamorphism. In some way, all of these processes are influenced by plate tectonics, andsome are influenced by climate.

E3.1A Discriminate between igneous,metamorphic, and sedimentary rocks anddescribe the processes that change onekind of rock into another.

SE/TE: 66-69, 70-74, 75-79, 80-84; QuickLab: 82; Exploration Lab: 86-87; SectionAssessment: 3.2, 3.3, 3.4; Inquiry Activity:65TE: Teacher Demo: 68, 72, 77; GuidedReading and Study Workbook: Section 3.1,3.2, 3.3, 3.4; Build Science Skills: 68, 70,76, 78; Address Misconceptions: 76;Laboratory Manual: Classifying Rocks Usinga Kay; Chapter 3 Test

E3.1B Explain the relationship between therock cycle and plate tectonics theory inregard to the origins of igneous,sedimentary, and metamorphic rocks.

SE/TE: 261-268, 269-270; SectionAssessment: 9.3TE: Build Science Skills: 261, 270; TeacherDemo: 262, 264; Reteach: 277; LaboratoryManual: Modeling a Plate Boundary; GuidedReading and Study Workbook: 9.3, 9.4;Chapter 9 Test

E3.1c Explain how the size and shape ofgrains in a sedimentary rock indicate theenvironment of formation (includingclimate) and deposition.

SE/TE: 75-79; Section Assessment: 3.3TE: Address Misconceptions: 76; BuildScience Skills: 76, 78; Laboratory Manual:Classifying Rocks Using a Key;TeacherDemo: 77; Guided Ready and StudyWorkbook: 3.3; Chapter 3 Test

E3.1d Explain how the crystal sizes ofigneous rocks indicate the rate of coolingand whether the rock is extrusive orintrusive.

SE/TE: 70-74; Section Assessment: 3.2TE: Build Science Skills: 70; LaboratoryManual: Classifying Rocks Using aKey;Teacher Demo: 72; Guided Readingand Study Workbook: 3.2; Chapter 3 Test






appropriate location(s))E3.1e Explain how the texture (foliated,nonfoliated) of metamorphic rock canindicate whether it has experienced regionalor contact metamorphism.

SE/TE: 80-84; Quick Lab: 82; ExplorationLab: 86-87; Section Assessment: 84TE: Laboratory Manual: Classifying RocksUsing a Key; Guided Reading and StudyWorkbook: 3.4; Chapter 3 Test

E3.2 Interior of the Earth

The Earth can also be subdivided into concentric layers based on their physicalcharacteristics: (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 isgenerated in the outer core. The interior of the Earth cannot be directly sampled and mustbe modeled using data from seismology.

E3.2A Describe the interior of the Earth (interms of crust, mantle, and inner and outercores) and where the magnetic field of theEarth is generated.

SE/TE: 7-10, 258; Section Assessment: 1.2TE: Teacher Demo: 8, 10, 258

E3.2B Explain how scientists infer that theEarth has interior layers with discernableproperties using patterns of primary (P) andsecondary (S) seismic wave arrivals.

SE/TE: 257-260; Section Assessment: 9.2TE: Build Science Skills: 259; TeacherDemo: 258

E3.2C Describe the differences betweenoceanic and continental crust (includingdensity, age, composition).

SE/TE: 248-253; 254-260; Inquiry Activity:247; Quick Lab: 252; Exploration Lab: 272-273; Section Assessment: 9.1, 9.2TE: Teacher Demo: 249, 258; Build ScienceSkills: 251, 255, 257; Guided Reading andStudy Workbook: 9.1, 9.2; Chapter 9 Test

E3.2d Explain the uncertainties associatedwith models of the interior of the Earth andhow these models are validated.

SE/TE: SE/TE: 7-10, 233-237, 258; SectionAssessment: 1.2, 8.4TE: Teacher Demo: 8, 10, 258; TeacherDemo: 234; Guided Reading and StudyWorkbook: 8.4; Chapter 1 and 8 Test






appropriate location(s))E3.3 Plate Tectonics Theory

The Earth’s crust and upper mantle make up the lithosphere, which is broken into largemobile pieces called tectonic plates. The plates move at velocities in units of centimetersper year as measured using the global positioning system (GPS). Motion histories aredetermined with calculations that relate rate, time, and distance of offset geologicfeatures. Oceanic plates are created at mid-ocean ridges by magmatic activity and cooleduntil they sink back into the Earth at subduction zones. At some localities, plates slide byeach other. Mountain belts are formed both by continental collision and as a result ofsubduction. The outward flow of heat from Earth’s interior provides the driving energy forplate tectonics.

E3.3A Explain how plate tectonics accountsfor the features and processes (sea floorspreading, mid-ocean ridges, subductionzones, earthquakes and volcanoes,mountain ranges) that occur on or near theEarth’s surface.

SE/TE: 261-268, 269-270; SectionAssessment: 9.3TE: Build Science Skills: 261, 270; TeacherDemo: 262, 264; Reteach: 277; LaboratoryManual: Modeling a Plate Boundary; GuidedReading and Study Workbook: 9.3, 9.4;Chapter 9 Test

E3.3B Explain why tectonic plates moveusing the concept of heat flowing throughmantle convection, coupled with the coolingand sinking of aging ocean plates thatresult from their increased density.

SE/TE: 269-270; Section Assessment: 9.4TE: Reteach: 277; Build Science Skills: 270;Guided Reading and Study Workbook: 9.4;Chapter 9 Test

E3.3C Describe the motion history ofgeologic features (e.g., plates, Hawaii)using equations relating rate, time, anddistance.

SE/TE: 248-253, 269; Section Assessment:9.1; Inquiry Activity: 247; Quick Lab: 252TE: Teacher Demo: 249; Build ScienceSkills: 251; Guided Reading and StudyWorkbook: 9.1; Chapter 9 Test

E3.3d Distinguish plate boundaries by thepattern of depth and magnitude ofearthquakes.

SE/TE: 248-253, 254-260; Inquiry Activity:247; Quick Lab: 252; Exploration Lab: 272-273; Section Assessment: 9.1, 9.2TE: Teacher Demo: 249, 258; Build ScienceSkills: 251, 255, 257; Guided Reading andStudy Workbook: 9.1, 9.2; Chapter 9 Test

E3.r3e Predict the temperature distributionin the lithosphere as a function of distancefrom the mid-ocean ridge and how it relatesto ocean depth. (recommended)







appropriate location(s))E3.r3f Describe how the direction and rateof movement for the North American platehas affected the local climate over the last600 million years. (recommended)

SE/TE: 248-253, 269; Section Assessment:9.1; Inquiry Activity: 247; Quick Lab: 252TE: Teacher Demo: 249; Build ScienceSkills: 251; Guided Reading and StudyWorkbook: 9.1; Chapter 9 Test

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 thechemistry and properties of the magma. Earthquakes are the result of abrupt movementsof the Earth. They generate energy in the form of body and surface waves.

E3.4A Use the distribution of earthquakesand volcanoes to locate and determine thetypes of plate boundaries.

SE/TE: 261-268, 280-285; Exploration Lab:300-301; Section Assessment: 9.3, 10.1TE: Teacher Demo: 262, 264, 284; BuildScience Skills: 261; Laboratory Manual:Modeling a Plate Boundary; Guided Readingand Study Workbook: 9.3, 10.1; Chapter 9and 10 Test

E3.4B Describe how the sizes ofearthquakes and volcanoes are measuredor characterized.

SE/TE: 222-227, 286-294; Exploration Lab:240-241; Inquiry Activity: 279; Quick Lab:287; Section Assessment: 8.2, 10.2TE: Teacher Demo: 223, 288, 291;Laboratory Manual: Design and Build aSimple Seismograph; Guided Reading andStudy Workbook: 8.2, 10.2; Chapter 8 and10 Test

E3.4C Describe the effects of earthquakesand volcanic eruptions on humans.

SE/TE: 228-232, 286-294, 298; InquiryActivity: 279; Quick Lab: 287; SectionAssessment: 8.3, 10.2TE: Build Science Skills: 229, 231; TeacherDemo: 288, 291; Guided Reading and StudyWorkbook: 8.3, 10.2; Chapter 8 and 10Test

E3.4d Explain how the chemicalcomposition of magmas relates to platetectonics and affects the geometry,structure, and explosivity of volcanoes.







appropriate location(s))E3.4e Explain how volcanoes change theatmosphere, hydrosphere, and other Earthsystems.

SE/TE: 286-294; Inquiry Activity: 279;Quick Lab: 287; Section Assessment: 10.2TE: Teacher Demo: 288, 291; GuidedReading and Study Workbook: 10.2;Chapter 10 Test

E3.4f Explain why fences are offset after anearthquake, using the elastic reboundtheory.

SE/TE: 218-221; Inquiry Activity: 217;Section Assessment: 8.1TE: Build Science Skills: 219; TeacherDemo: 219; Guided Reading and StudyWorkbook: 8.1; Chapter 8 Test

STANDARD E4: THE FLUID EARTH

Students explain how the ocean and atmosphere move and transfer energy around theplanet. They also explain how these movements affect climate and weather and howsevere weather impacts society. Students explain how long term climatic changes(glaciers) have shaped the Michigan landscape. They also explain features and processesrelated to surface and groundwater and describe the sustainability of systems in terms ofwater quality and quantity.

E4.p1 Water Cycle (prerequisite)

Water circulates through the crust and atmosphere and in oceans, rivers, glaciers, and icecaps and connects all of the Earth systems. Groundwater is a significant reservoir andsource of freshwater on Earth. The recharge and movement of groundwater depends onporosity, permeability, and the shape of the water table. The movement of groundwateroccurs over a long period time. Groundwater and surface water are often interconnected.(prerequisite)

E4.p1A Describe that the water cycleincludes evaporation, transpiration,condensation, precipitation, infiltration,surface runoff, groundwater, andabsorption. (prerequisite)

SE/TE: 158-163, 164-170, 171-179; InquiryActivity: 157; Exploration Lab: 181; SectionAssessment: 6.1, 6.2, 6.3TE: Build Science Skills: 159, 167; TeacherDemo: 160, 166, 172; Laboratory Manual:Rivers That Shape the Land; ModelingCavern Formation; Guided Reading andStudy Workbook: 6.1, 6.2, 6.3; Chapter 6Test






appropriate location(s))E4.p1B Analyze the flow of water betweenthe elements of a watershed, includingsurface features (lakes, streams, rivers,wetlands) and groundwater. (prerequisite)

SE/TE: 164-170, 171-179; Exploration Lab:181; Section Assessment: 6.2, 6.3TE: Teacher Demo: 166, 172; Build ScienceSkills: 167; Laboratory Manual: Rivers ThatShape the Land; Modeling CavernFormation; Guided Reading and StudyWorkbook: 6.2, 6.3; Chapter 6 Test

E4.p1C Describe the river and streamtypes, features, and process includingcycles of flooding, erosion, and depositionas they occur naturally and as they areimpacted by land use decisions.(prerequisite)

SE/TE: 164-170; Exploration Lab: 181;Section Assessment: 170TE: Teacher Demo: 166; Build ScienceSkills: 167; Laboratory Manual: Rivers ThatShape the Land; Guided Reading and StudyWorkbook: 6.2; Chapter 6 Test

E4.p1D Explain the types, process, andbeneficial functions of wetlands.

164-170; Exploration Lab: 181; SectionAssessment: 170TE: Teacher Demo: 166; Build ScienceSkills: 167; Laboratory Manual: Rivers ThatShape the Land; Guided Reading and StudyWorkbook: 6.2; Chapter 6 Test

E4.p2 Weather and the Atmosphere (prerequisite)

The atmosphere is divided into layers defined by temperature. Clouds are indicators ofweather. (prerequisite)

E4.p2A Describe the composition and layersof the atmosphere. (prerequisite)


E4.p2B Describe the difference betweenweather and climate. (prerequisite)


E4.p2C Explain the differences between fogand dew formation and cloud formation.(prerequisite)

SE/TE: 508, 520; Inquiry Activity: 503;Section Assessment: 18.1, 18.3TE: Teacher Demo: 507; Build ScienceSkills: 508; Guided Reading and StudyWorkbook: 18.1, 18.3; Chapter 18 Test






appropriate location(s))E4.p2D Describe relative humidity in termsof the moisture content of the air and themoisture capacity of the air and how thesedepend on the temperature. (prerequisite)

SE/TE: 504-509; Inquiry Activity: 503;Exploration Lab: 524-525; SectionAssessment: 18.1TE: Teacher Demo: 507; Build ScienceSkills: 508; Guided Reading StudyWorkbook: 18.1; Chapter 18 Test

E4.p2E Describe conditions associated withfrontal boundaries (cold, warm, stationary,and occluded). (prerequisite)

SE/TE: 564-570; Application Lab: 580-581;Section Assessment: 20.2TE: Build Science Skills: 566: TeacherDemo: 568; Guided Reading and StudyWorkbook: 20.2; Chapter 20 Test

E4.p2F Describe the characteristics andmovement across North America of themajor air masses and the jet stream.(prerequisite)

SE/TE: 558-563; Inquiry Activity: 557;Section Assessment: 20.1TE: Teacher Demo: 559; Guided Readingand Study Workbook: 20.1; Chapter 20 Test

E4.p2G Interpret a weather map anddescribe present weather conditions andpredict changes in weather over 24 hours.(prerequisite)

SE/TE: 571-577, 746; Section Assessment:20.3TE: Laboratory Manual: Analyzing SeverWeather Data, Interpreting WeatherDiagrams, Creating a Weather Station;Guided Reading and Study Workbook: 20.3;Chapter 20 Test

E4.p2H Explain the primary causes ofseasons. (prerequisite)

SE/TE: 476-482, 622-629; Exploration Lab:636-637; Inquiry Activity: 475; SectionAssessment: 17.1, 22.2TE: Teacher Demo: 481, 625; Build ScienceSkills: 479; Laboratory Manual: Measuringthe Angle of the Sun at Noon; GuidedReading and Study Workbook: 17.1, 22.2;Chapter 17 and 22 Test

E4.p2I Identify major global wind belts(trade winds, prevailing westerlies, andpolar easterlies) and that their verticalcomponents control the global distributionof rainforests and deserts. (prerequisite)

SE/TE: 537-542, 543-548; Exploration Lab:550-551; Section Assessment: 19.2, 19.3TE: Build Science Skills: 537; TeacherDemo: 538, 544; Laboratory Manual:Analyzing Pressure Systems; GuidedReading Study and Workbook: 19.2, 19.3;Chapter 19 Test






appropriate location(s))E4.p3 Glaciers (prerequisite)

Glaciers are large bodies of ice that move under the influence of gravity. They form part ofboth the rock and water cycles. Glaciers and ice sheets have shaped the landscape of theGreat Lakes region. Areas that have been occupied by ice sheets are depressed. When theice sheet is removed, the region rebounds (see also climate change). (prerequisite)

E4.p3A Describe how glaciers have affectedthe Michigan landscape and how theresulting landforms impact our stateeconomy. (prerequisite)

SE/TE: 319TE: Evaluate Understanding: 319

E4.p3B Explain what happens to thelithosphere when an ice sheet is removed.(prerequisite)

SE/TE: 188-198; Inquiry Activity: 187;Exploration Lab: 210-211; SectionAssessment: 7.1TE: Teacher Demo: 192; Build ScienceSkills: 195; Laboratory Manual: ContinentalGlaciers Change Earth’s Topography;Guided Reading and Study Workbook: 7.1;Chapter 7 Test

E4.p3C Explain the formation of the GreatLakes. (prerequisite)

SE/TE: 188-191, 193TE: Build Science Skills: 193; TeacherDemo: 192

E4.1 Hydrogeology

Fresh water moves over time between the atmosphere, hydrosphere (surface water,wetlands, rivers, and glaciers), and geosphere (groundwater). Water resources are bothcritical to and greatly impacted by humans. Changes in water systems will impact quality,quantity, and movement of water. Natural surface water processes shape the landscapeeverywhere and are affected by human land use decisions.

E4.1A Compare and contrast surface watersystems (lakes, rivers, streams, wetlands)and groundwater in regard to their relativesizes as Earth’s freshwater reservoirs andthe dynamics of water movement (inputsand outputs, residence times,sustainability).

SE/TE: 158-163, 164-170, 171-179;Exploration Lab: 181; Inquiry Activity: 157Section Assessment: 6.2, 6.3TE: Teacher Demo: 160, 166, 172; BuildScience Skills: 159, 167; LaboratoryManual: Rivers That Shape the Land;Modeling Cavern Formation; GuidedReading and Study Workbook: 6.1, 6.2,6.3; Chapter 6 Test






appropriate location(s))E4.1B Explain the features and processes ofgroundwater systems and how thesustainability of North American aquifershas changed in recent history (e.g., thepast 100 years) qualitatively using theconcepts of recharge, residence time,inputs, and outputs.

SE/TE: 171-179; Section Assessment: 6.3TE: Teacher Demo: 172; LaboratoryManual: Modeling Cavern Formation;Guided Reading and Study Workbook: 6.3;Chapter 6 Test

E4.1C Explain how water quality in bothgroundwater and surface systems isimpacted by land use decisions.

SE/TE: 108-112, 113-116; Application Lab:118-119; Section Assessment: 4.3, 4.4TE: Teacher Demo: 111, 114; LaboratoryManual: Recovering Oil, Desalinization byDistillation; Guided Reading and StudyWorkbook: 4.3, 4.4; Chapter 4 Test

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, andinteraction 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 weatherbecause they are a source of moisture and a large reservoir of heat. Interactions betweenoceanic circulation and the atmosphere can affect regional climates throughout the world.

E4.2A Describe the major causes for theocean’s surface and deep water currents,including the prevailing winds, the Corioliseffect, unequal heating of the earth,changes in water temperature and salinityin high latitudes, and basin shape.

SE/TE: 422-427, 448-454; Inquiry Activity:421, 447; Section Assessment: 15.1, 16.1TE: Teacher Demo: 423, 424, 451; GuidedReading and Study Workbook: 15.1, 16.1;Chapter 15 and 16 Test

E4.2B Explain how interactions between theoceans and the atmosphere influence globaland regional climate. Include the majorconcepts of heat transfer by oceancurrents, thermohaline circulation,boundary currents, evaporation,precipitation, climatic zones, and the oceanas a major CO2 reservoir.

SE/TE: 448-454, 488-493, 494-495, 504-509, 510-516; Inquiry Activity: 447, 503;Exploration Lab: 496-497, 524-525; SectionAssessment: 16.1, 17.3, 18.1, 18.2TE: Teacher Demo: 451, 490, 507, 511,515; Build Science Skills: 508,514Laboratory Manual: InvestigatingFactors That Control Temperature, Recipefor a Cloud; Guided Reading and StudyWorkbook: 16.1, 17.3, 18.1, 18.2; Chapter16, 17 and 18 Test






appropriate location(s))E4.2c Explain the dynamics (includingocean-atmosphere interactions) of the ElNiño-Southern Oscillation (ENSO) and itseffect on continental climates.

SE/TE:546-548; Section Assessment: 19.3TE: Integrate Physics: 547; Facts andFigures: 546-547; Guided Reading andStudy Workbook: 19.3; Chapter 19 Test

E4.2d Identify factors affecting seawaterdensity and salinity and describe howdensity affects oceanic layering andcurrents.

SE/TE: 422-427; Inquiry Activity: 421;Section Assessment: 15.1TE: Teacher Demo: 423, 424; GuidedReading and Study Workbook: 15.1;Chapter 15 Test

E4.2e Explain the differences betweenmaritime and continental climates withregard to oceanic currents.

SE/TE: 448-454, 494-495, 560-561, 562-563; Inquiry Activity: 447; SectionAssessment: 16.1Teacher Demo: 451; Guided Reading andStudy Workbook: 16.1; Chapter 16 Test

E4.2f Explain how the Coriolis effectcontrols oceanic circulation.

SE/TE: 449, 450, 535, 536, 537, 538, 541TE: Build Science Skills: 536; TeacherDemo: 538; Chapter 16 and 19 Test

E4.r2g Explain how El Niño affectseconomies (e.g., in South America).(recommended)

SE/TE: 546-548; Section Assessment: 19.3TE: Integrate Physics: 547; Facts andFigures: 546-547; Guided Reading andStudy Workbook: 19.3; Chapter 19 Test

E4.3 Severe Weather

Tornadoes, hurricanes, blizzards, and thunderstorms are severe weather phenomena thatimpact 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 todifferences in air density resulting from variations in temperature. Many weatherconditions can be explained by fronts that occur when air masses meet.

E4.3A Describe the various conditions offormation associated with severe weather(thunderstorms, tornadoes, hurricanes,floods, waves, and drought).

SE/TE: 571-577; Section Assessment: 20.3TE: Teacher Demo: 573; LaboratoryManual: Analyzing Severe Weather Data,Interpreting Weather Diagrams, Creating aWeather Station; Guided Reading and StudyWorkbook: 20.3; Chapter 20 Test






appropriate location(s))E4.3B Describe the damage resulting from,and the social impact of thunderstorms,tornadoes, hurricanes, and floods.

SE/TE: 558, 571-577, 578-579; SectionAssessment: 20.3TE: Teacher Demo: 573; LaboratoryManual: Analyzing Severe Weather Data,Interpreting Weather Diagrams, Creating aWeather Station; Guided Reading and StudyWorkbook: 20.3; Chapter 20 Test

E4.3C Describe severe weather and floodsafety and mitigation.

SE/TE: 144, 168-170; Section Assessment:6.2TE: Address Misconceptions: 169; Facts andFigures: 168

E4.3D Describe the seasonal variations insevere weather.

SE/TE: 571-577; Section Assessment: 20.3TE: Teacher Demo: 573; LaboratoryManual: Analyzing Severe Weather Data,Interpreting Weather Diagrams, Creating aWeather Station; Guided Reading and StudyWorkbook: 20.3; Chapter 20 Test

E4.3E Describe conditions associated withfrontal boundaries that result in severeweather (thunderstorms, tornadoes, andhurricanes).

SE/TE: SE/TE: 564-570, 571-577;Application Lab: 580-581; SectionAssessment: 20.2, 20.3TE: Teacher Demo: 568, 573; Build ScienceSkills: 566; Laboratory Manual: AnalyzingSevere Weather Data, Interpreting WeatherDiagrams, Creating a Weather Station;Guided Reading and Study Workbook: 20.2,20.3; Chapter 20 Test

E3.3F Describe how mountains, frontalwedging (including dry lines), convection,and convergence form clouds andprecipitation.

SE/TE: 510-516; 517-522; SectionAssessment: 18.2, 18.3TE: Teacher Demo: 511, 515, 519, 522;Laboratory Manual: Recipe for a Cloud;Guided Reading and Study Workbook: 18.2,18.3; Chapter 18 Test

E4.3g Explain the process of adiabaticcooling and adiabatic temperature changesto the formation of clouds.

SE/TE: 510-516; Section Assessment: 18.2TE: Teacher Demo: 511, 515; Build ScienceSkills: 514; Laboratory Manual: Recipe for aCloud; Guided Reading and StudyWorkbook: 18.2; Chapter 18 Test






appropriate location(s))STANDARD E5: THE EARTH IN SPACE AND TIME

Students explain theories about how the Earth and universe formed and evolved over along period of time. Students predict how human activities may influence the climate ofthe future.

E5.p1 Sky Observations (prerequisite)

Common sky observations (such as lunar phases) can be explained by the motion of solarsystem objects in regular and predictable patterns. Our galaxy, observable as the MilkyWay, is composed of billions of stars, some of which have planetary systems. Seasons area result of the tilt of the rotation axis of the Earth. The motions of the moon and sun affectthe phases of the moon and ocean tides. (prerequisite)

E5.p1A Describe the motions of variouscelestial bodies and some effects of thosemotions. (prerequisite)

SE/TE: 622-629, 630-639, 644-648; 660-664; Exploration Lab: 636-637, 666-667;Inquiry Activity: 643; Section Assessment:22.2, 22.3, 23.1, 23.4TE: Teacher Demo: 625, 647, 662; BuildScience Skills: 632; Guided Reading andStudy Workbook: 22.2, 22.3, 23.1, 23.4;Chapter Tests 22 and 23

E5.p1B Explain the primary cause ofseasons. (prerequisite)

SE/TE: 476-482, 622-629; Exploration Lab:636-637; Inquiry Activity: 475; SectionAssessment: 17.1, 22.2TE: Teacher Demo: 481, 625; Build ScienceSkills: 479; Laboratory Manual: Measuringthe Angle of the Sun at Noon; GuidedReading and Study Workbook: 17.1, 22.2;Chapter 17 and 22 Test

E5.p1C Explain how a light year can beused as a distance unit. (prerequisite)

SE/TE: 702; Section Assessment: 25.1TE: Address Misconceptions: 702

E5.p1D Describe the position and motion ofour solar system in our galaxy and theoverall scale, structure, and age of theuniverse. (prerequisite)

SE/TE: 6, 644-648, 715-721; InquiryActivity: 643; Section Assessment: 23.1TE: Teacher Demo: 647, 718; Build ScienceSkills: 716, 717, 719; Guided Reading andStudy Workbook: 23.1; Chapter 23 and 25Test






appropriate location(s))E5.1 The Earth in Space

Scientific evidence indicates the universe is orderly in structure, finite, and contains allmatter and energy. Information from the entire light spectrum tells us about thecomposition 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. Accordingto the Big Bang theory, the universe has been continually expanding at an increasing ratesince its formation about 13.7 billion years ago.

E5.1A Describe the position and motion ofour solar system in our galaxy and theoverall scale, structure, and age of theuniverse.

SE/TE: 6, 644-648, 715-721; InquiryActivity: 643; Section Assessment: 23.1TE: Teacher Demo: 647, 718; Build ScienceSkills: 716, 717, 719; Guided Reading andStudy Workbook: 23.1; Chapter 23 and 25Test

E5.1b Describe how the Big Bang theoryaccounts for the formation of the universe.

SE/TE: 3-5, 720-721; Section Assessment:25.3TE: Address Misconceptions: 720

E5.1c Explain how observations of thecosmic microwave background have helpeddetermine the age of the universe.


E5.1d Differentiate between thecosmological and Doppler red shift.

SE/TE: 677, 720-721; Section Assessment:25.3TE: Address Misconceptions: 720

E5.2 The Sun

Stars, including the Sun, transform matter into energy in nuclear reactions. Whenhydrogen 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 have led to the formation of all the other chemicalelements.

E5.2A Identify patterns in solar activities(sunspot cycle, solar flares, solar wind).

SE/TE: 684-690, 691; Exploration Lab: 692-693; Section Assessment: 690TE: Teacher Demo: 686; Build ScienceSkills: 687; Laboratory Manual: Measuringthe Diameter of the Sun; Guided Readingand Study Workbook: 24.3; Chapter 24 Test






appropriate location(s))E5.2B Relate events on the Sun tophenomena such as auroras, disruption ofradio and satellite communications, andpower grid disturbances.

684-690, 691; Exploration Lab: 692-693;Section Assessment: 690TE: Teacher Demo: 686; Build ScienceSkills: 687; Laboratory Manual: Measuringthe Diameter of the Sun; Guided Readingand Study Workbook: 24.3; Chapter 24 Test

E5.2C Describe how nuclear fusionproduces energy in the Sun.

SE/TE: 689-690; Section Assessment: 24.3TE: Explanation of Figure 18; GuidedReading and Study Workbook: 24.3;Chapter 24 Test

E5.2D Describe how nuclear fusion andother processes in stars have led to theformation of all the other chemicalelements.

SE/TE: 3-5; Section Assessment: 1.1TE: Teacher Demo: 4; Build Science Skills:5; Guided Reading and Study Workbook:1.1; Chapter 1 Test

E5.2x Stellar Evolution

Stars, including the Sun, transform matter into energy in nuclear reactions. Whenhydrogen nuclei fuse to form helium, a small amount of matter is converted to energy.These and other processes in stars have led to the formation of all the other chemicalelements. There is a wide range of stellar objects of different sizes and temperatures.Stars have varying life histories based on these parameters.

E5.2e Explain how the Hertzsprung-Russell(H-R) diagram can be used to deduce otherparameters (distance).

SE/TE: 704-705; Section Assessment: 25.1TE: Address Misconceptions: 704; GuidedReading and Study Workbook: 25.1;Chapter 25 Test

E5.2f Explain how you can infer thetemperature, life span, and mass of a starand its mass from its color. Use the H-Rdiagram to explain the life cycles of stars.


E5.2g Explain how the balance betweenfusion and gravity controls the evolution ofa star (equilibrium).

SE/TE: 700-706, 707-714; Inquiry Activity:699; Exploration Lab: 723; SectionAssessment: 25.1, 25.2TE: Teacher Demo: 701, 703, 713; BuildScience Skills: 707; Laboratory Manual:Modeling the Rotation of Neutron Stars;Guided Reading and Study Workbook: 25.1,25.2; Chapter 25 Test






appropriate location(s))E5.2h Compare the evolution paths of low-,moderate-, and high-mass stars using theH-R diagram.


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., platemovements, mountain building) as well as the effects of biological evolution (formation ofan oxygen atmosphere). Geologic time can be determined through both relative andabsolute dating.

E5.3A Explain how the solar system formedfrom a nebula of dust and gas in a spiralarm of the Milky Way Galaxy about 4.6 Ga(billion years ago).


E5.3B Describe the process of radioactivedecay and explain how radioactive elementsare used to date the rocks that containthem.

SE/TE: 336-341, 342-346, 347-351; InquiryActivity: 335; Section Assessment: 12.1,12.2, 12.3TE: 334C-334D; Teacher Demo: 343, 349;Build Science Skills: 344; EvaluateUnderstanding: 341; Reteach: 351; GuidedReading and Study Workbook: 12.1, 12.2,12.3; Chapter Test: 12

E5.3C Relate major events in the history ofthe Earth to the geologic time scale,including formation of the Earth, formationof an oxygen atmosphere, rise of life,Cretaceous-Tertiary (K-T) and Permianextinctions, and Pleistocene ice age.

SE/TE: 353-355; Exploration Lab: 356-357;Section Assessment: 12.4TE: Laboratory Manual: ModelingRadioactive Decay; Guided Reading andStudy Workbook: 12.4; Chapter 12 Test

E5.3D Describe how index fossils can beused to determine time sequence.

SE/TE: 342-346; Section Assessment: 12.2TE: Teacher Demo: 343; Build ScienceSkills: 344; Guided Reading and StudyWorkbook: 12.2; Chapter 12 Test






appropriate location(s))E5.3x Geologic Dating

Early methods of determining geologic time, such as the use of index fossils andstratigraphic principles, allowed for the relative dating of geological events. However,absolute dating was impossible until the discovery that certain radioactive isotopes inrocks have known decay rates, making it possible to determine how many years ago agiven mineral or rock formed. Different kinds of radiometric dating techniques exist.Technique selection depends on the composition of the material to be dated, the age ofthe material, and the type of geologic event that affected the material.

E5.3e Determine the approximate age of asample, when given the half-life of aradioactive substance (in graph or tabularform) along with the ratio of daughter toparent substances present in the sample.


E5.3f Explain why C-14 can be used to datea 40,000 year old tree, but U-Pb cannot.

SE/TE: 347-350; Section Assessment: 12.3Facts and Figures: 347; Teacher Demo:349; Chapter 12 Test

E5.3g Identify a sequence of geologicevents using relative-age dating principles.







appropriate location(s))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 andcatastrophically over geological and historical time frames due to complex interactionsbetween many natural variables and events. The concentration of greenhouse gases(especially carbon dioxide) has increased due to human industrialization, which hascontributed to a rise in average global atmospheric temperatures and changes in thebiosphere, atmosphere, and hydrosphere. Climates of the past are researched, usuallyusing indirect indicators, to better understand and predict climate change.

E5.4A Explain the natural mechanism of thegreenhouse effect, including comparisons ofthe major greenhouse gases (water vapor,carbon dioxide, methane, nitrous oxide, andozone).

SE/TE: 110, 486-487, 602-603; SectionAssessment: 17.2, 21.3TE: Address Misconceptions: 487, 602;Facts and Figures: 602; Guided Reading andStudy Workbook: 17.2, 21.3; Chapter 17and 23 Test

E5.4B Describe natural mechanisms thatcould result in significant changes in climate(e.g., major volcanic eruptions, changes insunlight received by the earth, andmeteorite impacts).

SE/TE: 600-603; Exploration Lab: 606-607;Section Assessment: 21.3TE: Teacher Demo: 601; Guided Readingand Study Workbook: 21.3; Chapter 21 Test

E5.4C Analyze the empirical relationshipbetween the emissions of carbon dioxide,atmospheric carbon dioxide levels, and theaverage global temperature over the past150 years.

SE/TE: 110, 114, 486-487, 600-603;Exploration Lab: 606-607; SectionAssessment: 17.2, 21.3TE: Teacher Demo: 601; Guided Readingand Study Workbook: 17.2, 21.3; Chapter17, and 21 Test

E5.4D Based on evidence of observablechanges in recent history and climatechange models, explain the consequencesof warmer oceans (including the results ofincreased evaporation, shoreline andestuarine impacts, oceanic algae growth,and coral bleaching) and changing climaticzones (including the adaptive capacity ofthe biosphere).

SE/TE: 424, 433-437, 438-439, 461-467;Exploration Lab: 440-441; SectionAssessment: 15.3, 16.3TE: Build Science Skills: 465, 466; TeacherDemo: 436; Laboratory Manual: ShorelineFeatures; Guided Reading and StudyWorkbook: 15.3, 16.3; Chapter 15 and 16Test

E5.4e Based on evidence from historicalclimate research (e.g. fossils, varves, icecore data) and climate change models,explain how the current melting of polar icecaps can impact the climatic system.

SE/TE: 600-603; Exploration Lab: 606-607;Section Assessment: 21.3TE: Teacher Demo: 601; Guided Readingand Study Workbook: 21.3; Chapter 21 Test






appropriate location(s))E5.4f Describe geologic evidence thatimplies climates were significantly colder attimes in the geologic record (e.g.,geomorphology, striations, and fossils).

SE/TE: 336-341, 364-368, 369-376; InquiryActivity: 343, 363; Section Assessment;12.2, 13.1, 13.2, 13.3TE: Teacher Demo: 378; Build ScienceSkills: 344, 380; Guided Reading and StudyWorkbook: 12.2, 13.1, 13.2, 13.3; Chapter12 and 13 Test

E4.4g Compare and contrast the heat-trapping mechanisms of the majorgreenhouse gases resulting from emissions(carbon dioxide, methane, nitrous oxide,fluorocarbons) as well as their abundanceand heat trapping capacity.

SE/TE: 110, 486-487, 602-603; SectionAssessment: 17.2, 21.3TE: Address Misconceptions: 487, 602;Facts and Figures: 602; Guided Reading andStudy Workbook: 17.2, 21.3; Chapter 17and 23 Test

E5.r4h Use oxygen isotope data to estimatepaleotemperature. (recommended)

N/A

E5.r4i Explain the causes of short-termclimate changes such as catastrophicvolcanic eruptions and impact of solarsystem objects. (recommended)

SE/TE: 381, 600-603, 665; Exploration Lab:606-607; Section Assessment: 21.3TE: Teacher Demo: 601; Guided Readingand Study Workbook: 21.3; Chapter 21 Test

E5.r4j Predict the global temperatureincrease by 2100, given data on the annualtrends of CO2 concentration increase.(recommended)

SE/TE: 110, 114, 486-487, 600-603;Exploration Lab: 606-607; SectionAssessment: 17.2, 21.3TE: Teacher Demo: 601; Guided Readingand Study Workbook: 17.2, 21.3; Chapter17, and 21 Test


prentice hall earth science (tarbuck) - pearson...

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