Science Content Standards for California Public Schools Grades 9 …assets.pearsonschool.com/correlations/1250EarthScience.pdf · 2016-06-10 · brightness, and evolution of a star

Copyright © 2006 Pearson Education, Inc. publishing as Pearson AGS Globe. All rights reserved. CU.04.07

5910 Rice Creek Pkwy, Suite 1000 Shoreview, MN 55126

Earth Science © 2004

correlated to

Science Content Standards for California Public Schools

Grades 9-12

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MATERIALS USED IN THIS CALIFORNIA/AGS PUBLISHING CORRELATION:

Earth Science Student Edition (SE) Physical Science Teacher’s Edition (TE)

Physical Science Teacher’s Resource Library (TRL) Physical Science Skill Track Software (STS)

All materials are © 2004

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TABLE OF CONTENTS

Earth's Place in the Universe Standard 1..................................................................................................... 5 Standard 2..................................................................................................... 7

Dynamic Earth Processes Standard 3..................................................................................................... 9

Energy in the Earth System Standard 4................................................................................................... 11 Standard 5................................................................................................... 12 Standard 6................................................................................................... 14

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TABLE OF CONTENTS, Cont.

Biogeochemical Cycles Standard 7................................................................................................... 15

Structure and Composition of the Atmosphere Standard 8................................................................................................... 16

California Geology Standard 9................................................................................................... 17

Investigation and Experimentation ................................................................. 18

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SCIENCE CONTENT STANDARDS FOR CALIFORNIA PUBLIC SCHOOLS Publisher: American Guidance Service, Inc. Program Title: Earth Science ©2004 Components: SE: Student Edition; TE: Teacher’s Edition; WB: Workbook Activities in Teacher’s Resource Library (TRL); LM: Lab Manual in TRL; CC: Community Connection Activities in TRL; RF: Resource Files in TRL; STS:

Skill Track Software Grade Level: 9-12 Intended Audience: High school and adult learners who are below grade level in comprehension skills or who need extra help grasping new concepts

EARTH’S PLACE IN THE UNIVERSE

STANDARD 1. Astronomy and planetary exploration reveal the solar system’s structure, scale, and change over time. As a basis for understanding this concept:

PUBLISHER’S CITATIONS* MEETS

STANDARD

GRADE STANDARD #

TEXT OF STANDARD INTRODUCED PRACTICED TAUGHT TO MASTERY

Y N

9-12 1.a. Students know how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system.

SE 78-82, 86, 92; TE 78-82, 86, 92

SE 83, 84-85, 91, 97; TE 79-83, 84-85, 89-91, 93-97; WB 14, 15, 16; LM 13, 15

SE 78-82, 86-90, 92-96; TE 78-82, 86-90, 92-96; RF 11

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(Science Content Standards 9-12, Earth Science/AGS Earth Science, Cont.)

STANDARD 1, Cont.


STANDARD

GRADE STANDARD #


Y N

9-12 1.b. Students know the evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago

*2 *2 *2

9-12 1.c. Students know the evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today

9-12 1.d. Students know the evidence indicating that the planets are much closer to Earth than the stars are.

SE 78-79, 114-115; TE 78-79, 114-115

SE 83, 98-99, 116; TE 79, 83, 98-99, 115, 116; WB 14, 19; LM 16

SE 78-79, 86-90, 92-96, 114-115; TE 78-79, 86-90, 92-96, 114-115; RF 11

9-12 1.e. Students know the Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium.

SE 81-82; TE 81-82 SE 83; TE 83; WB 14, 17

SE 81-82; TE 81-82

9-12 1.f. Students know the evidence for the dramatic effects that asteroid impacts have had in shaping the surface of planets and their moons and in mass extinctions of life on Earth.

SE 70, 100-101; TE 70, 100-101

SE 102; TE 101-102; WB 17

SE 70, 100-101; TE 70, 100-101

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STANDARD 1, Cont.


STANDARD

GRADE STANDARD #


Y N

9-12 1.g.* Students know the evidence for the existence of planets orbiting other stars.

EARTH’S PLACE IN THE UNIVERSE, Cont. STANDARD 2. Earth-based and space-based astronomy reveal the structure, scale, and

changes in stars, galaxies, and the universe over time. As a basis for understanding this concept:

PUBLISHER’S CITATIONS* MEETS STANDARD

GRADE STANDARD #


Y N

9-12 2.a. Students know the solar system is located in an outer edge of the disc-shaped Milky Way galaxy, which spans 100,000 light years

SE 107, 123; TE 122 SE 124; TE 124; WB 21

SE 123; TE 122

9-12 2.b. Students know galaxies are made of billions of stars and comprise most of the visible mass of the universe

SE 122-123; TE 122-123

SE 124; TE 122-124; WB 21

SE 122-123; TE 122-123

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STANDARD 2, Cont. PUBLISHER’S CITATIONS* MEETS

STANDARD

GRADE STANDARD #


Y N

9-12 2.c. Students know the evidence indicating that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars.

*3 *3 *3

9-12 2.d. Students know that stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences.

SE 117-119; TE 117-119

SE 120; TE 118-120; LM 19; WB 20

SE 117-119; TE 117-119; RF 12

9-12 2.e.* Students know accelerators boost subatomic particles to energy levels that simulate conditions in the stars and in the early history of the universe before stars formed.

9-12 2.f.* Students know the evidence indicating that the color, brightness, and evolution of a star are determined by a balance between gravitational collapse and nuclear fusion.

SE 108-110; TE 108-110

SE 111, 120; TE 110-111, 118-120; WB 18

SE 108-110, 118-119; TE 108-110, 118-119; RF 12

9-12 2.g.* Students know how the red-shift from distant galaxies and the cosmic background radiation provide evidence for the “big bang” model that suggests that the universe has been expanding for 10 to 20 billion years.

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DYNAMIC EARTH PROCESSES STANDARD 3. Plate tectonics operating over geologic time has changed the patterns of land, sea, and mountains on Earth’s surface. As the basis for understanding this concept:


STANDARD

GRADE STANDARD #


Y N

9-12 3.a. Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics

SE 309-311; TE 309-311

SE 312; TE 309-213; LM 49; WB 50

SE 309-311, 313; TE 309-311, 313; RF 29, 30

9-12 3.b. Students know the principal structures that form at the three different kinds of plate boundaries.

SE 310-311; TE 310-311

SE 312, 316, 319, 320-321; TE 310-312, 315-316, 318-319, 320-321; CC 13; LM 49, 50; WB 50, 51, 52

SE 310-311, 313-315, 316-318; TE 310-311, 313-315, 316-318; RF 30

9-12 3.c. Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes.

SE 178-179; TE 178-179

SE 180, 184, 187-189, 193; TE 179-180, 183-184, 189, 193; WB 29-33; LM 29, 30

SE 178-179, 181-183, 185-188, 192, 194-195; TE 178-179, 181-183, 185-188, 192, 194-195; RF 15, 16

9-12 3.d. Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude.

SE 310-311, 322-325; TE 310-311, 322-325

SE 312, 319, 320-321, 326; TE 312, 319, 320-321, 324-326; WB 50, 53; LM 50, 51

SE 310-311, 317-318, 322-325; TE 310-311, 317-318, 322-325; RF 29, 30

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STANDARD 3, Cont.


GRADE STANDARD #


Y N

9-12 3.e. Students know there are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes.

SE 314-315; TE 314-315

SE 316; TE 315-316; WB 51

SE 314-315; TE 314-315

9-12 3.f.* Students know the explanation for the location and properties of volcanoes that are due to hot spots and the explanation for those that are due to subduction.

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ENERGY IN THE EARTH SYSTEM STANDARD 4. energy enters the Earth system primarily as solar radiation and

eventually escapes as heat. As a basis for understanding this concept:


GRADE STANDARD #


Y N

9-12 4.a. Students know the relative amount of incoming solar energy compared with Earth’s internal energy and the energy used by society.

SE 81-82; TE 81-82 SE 83; TE 83; TE 14 SE 81-82; TE 81-82

9-12 4.b. Students know the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis.

SE 78, 82, 208-209; TE , 208

SE 210; TE 209-210; WB 35

SE 78, 82, 208-209; TE 208; RF 18

9-12 4.c. Students know the different atmospheric gases that absorb the Earth’s thermal radiation and the mechanism and significance of the greenhouse effect.

SE 88-89; 204-207; TE 89, 204-207

SE 91, 207; TE 89, 91, 207; LM 14

SE 88-89; 204-207; TE 89, 204-207

9-12 4.d.* Students know the differing greenhouse conditions on Earth, Mars, and Venus; the origins of those conditions; and the climatic consequences of each.

SE 88-89 SE 91; TE 89, 91 SE 88-89

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ENERGY IN THE EARTH SYSTEM, Cont.

5. Heating of Earth’s surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. As a basis for understanding this concept:


STANDARD

GRADE STANDARD #


Y N

9-12 5.a. Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat.

SE 221-223; TE 221-223

SE 224; TE 223-224; WB 38

SE 221-223; TE 221-223; RF 20

9-12 5.b. Students know the relationship between the rotation of Earth and the circular motions of ocean currents and air in pressure centers.

SE 222; TE 222 SE 224; TE 224 SE 222; TE 222; RF 20

9-12 5.c. Students know the origin and effects of temperature inversions.

SE 240; TE 238 SE 241; TE 241; WB 40

SE 240; TE 238

9-12 5.d. Students know properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms.

SE 269, 271; TE 268, 271

SE 272; TE 271-272; WB 45

SE 269, 271; TE 268, 271; RF 26

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STANDARD 5, Cont.


GRADE STANDARD #


Y N

9-12 5.e. Students know rain forests and deserts on Earth are distributed in bands at specific latitudes.

SE 247-249; TE 247-248

SE 250; TE 249-250; WB 42

SE 247-249; TE 247-248

9-12 5.f.* Students know the interaction of wind patterns, ocean currents, and mountain ranges results in the global pattern of latitudinal bands of rain forests and deserts.

SE 248, 269; TE 240 SE 272; TE 240, 272 SE 248, 269; TE 240

9-12 5.g.* Students know features of the ENSO (El Niño southern oscillation) cycle in terms of sea-surface and air temperature variations across the Pacific and some climatic results of this cycle.

SE 5; TE 248 TE 248 SE 5; TE 248

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ENERGY IN THE EARTH SYSTEM, Cont.

STANDARD 6. Climate is the long-term average of a region’s weather and depends on many factors. As a basis for understanding this concept:


STANDARD

GRADE STANDARD #


Y N

9-12 6.a. Students know weather (in the short run) and climate (in the long run) involve the transfer of energy into and out of the atmosphere.

SE 230, 247; TE 230, 247

SE 235, 241, 246, 250; TE 235, 241, 245-246, 248-250; WB 39, 40; LM 39; WB 41, 42

SE 230-233, 239-240, 244-245, 247-249; TE 230-233, 239-240, 244-245, 247-249; RF 22

9-12 6.b. Students know the effects on climate of latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents.

SE 248; TE 248 SE 250,258; TE 249-250,258

SE 248, 256-257; TE 248-249, 256-257; RF 24

9-12 6.c. Students know how Earth’s climate has changed over time, corresponding to changes in Earth’s geography, atmospheric composition, and other factors, such as solar radiation and plate movement.

SE 309, 334 SE 312, 352; TE 310-312, 314-315, 349, 351-352; WB 50, 56

SE 309-311, 334, 347-351; TE 309-311, 347-351

9-12 6.d.* Students know how computer models are used to predict the effects of the increase in greenhouse gases on climate for the planet as a whole and for specific regions.

SE 207; TE 207 *4

SE 207; TE 207 *4

SE 207; TE 207 *4

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BIOGEOCHEMCIAL CYCLES STANDARD 7. Each element on Earth moves among reservoirs, which exist

in the solid earth, in oceans, in the atmosphere, and within and among organisms as part of biogeochemical cycles. As a basis for understanding this concept:


STANDARD

GRADE STANDARD #


Y N

9-12 7.a. Students know the carbon cycle of photosynthesis and respiration and the nitrogen cycle.

SE 205-206; TE 204-206

SE 207; TE 205-207; LM 33; WB 34

SE 205-206; TE 205-206; RF 17

9-12 7.b. Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs.

SE 205-206; TE 204-206

SE 207; TE 205-207; LM 33; WB 34, 55

SE 145, 205-206, 342-343; TE 205-206, 342-343; RF 17, 32

9-12 7.c. Students know the movement of matter among reservoirs is driven by Earth’s internal and external sources of energy.

SE 205-206; TE 204-206

SE 207, 311; TE 205-207, 311-312; LM 33; WB 34, 50, 53

SE 205-206, 311, 322; TE 205-206, 311, 322; RF 17

9-12 7.d.* Students know the relative residence times and flow characteristics of carbon in and out of its different reservoirs.

SE 342-343 SE 344; TE 344 SE 342-343; RF 32

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STRUCTURE AND COMPOSITION OF THE UNIVERSE STANDARD 8. Life has changed Earth’s atmosphere, and changes in the

atmosphere affect conditions for life. As a basis for understanding this concept:


GRADE STANDARD #


Y N

9-12 8.a. Students know the thermal structure and chemical composition of the atmosphere.

SE 204, 208; TE 204, 208

SE 207, 210, 224; TE 205-207, 209-210, 223-224; WB 34, 35

SE 204-206, 208-209, 221-223; TE 204-206, 208-209, 221-223; RF 20

9-12 8.b. Students know how the composition of Earth’s atmosphere has evolved over geologic time and know the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmospheric oxygen.

SE 204-205; TE 204-205

SE 207; TE 205, 207; WB 34

SE 204-205; TE 204-205

9-12 8.c. Students know the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities.

SE 207; TE 207 TE 207 SE 207; TE 207

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CALIFORNIA GEOLOGY STANDARD 9. The geology of California underlies the state’s wealth of natural resources

as well as its natural hazards. As a basis for understanding this concept:


GRADE STANDARD #


Y N

9-12 9.a. Students know the resources of major economic importance in California and their relation to California’s geology.

9-12 9.b. Students know the principal natural hazards in different California regions and the geologic basis of those hazards.

SE 322-325; TE 322-325

SE 326; TE 324-326; WB 53

SE 322-325; TE 322-325

9-12 9.c. Students know the importance of water to society, the origins of California’s fresh water, and the relationship between supply and need.

SE 259-263; TE 259-263

SE 264; TE 261-264; WB 44

SE 259-263; TE 259-263; RF 25

9-12 9.d.* Students know how to analyze published geologic hazard maps of California and know how to use the map’s information to identify evidence of geologic events of the past and predict geologic changes in the future.

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INVESTIGATION AND EXPERIMENTATION Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should

develop their own questions and perform investigations. Students will: PUBLISHER’S CITATIONS* MEETS

STANDARD

GRADE STANDARD #


Y N

9-12 I.a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.

Examples: SE 84-85, 168-169, 265-266, 284-285; TE 11, 72, 80, 166, 188, 246, 297

Examples: SE 84-85, 168-169, 265-266, 284-285; TE 11, 72, 80, 166, 188, 246, 297

Examples: SE 84-85, 168-169, 265-266, 284-285; TE 11, 72, 80, 166, 188, 246, 297

9-12 I.b. Identify and communicate sources of unavoidable experimental error.

9-12 I.c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions.

9-12 I.d. Formulate explanations by using logic and evidence.

Examples: SE 64, 85, 148, 215, 237, 242, 266, 274, 293

Examples: SE 64, 85, 148, 215, 237, 242, 266, 274, 293

Examples: SE 64, 85, 148, 215, 237, 242, 266, 274, 293

9-12 I.e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions.

9-12 I.f. Distinguish between hypothesis and theory as scientific terms.

19


INVESTIGATION AND EXPERIMENTATION, Cont.


GRADE STANDARD #


Y N

9-12 I.g. Recognize the usefulness and limitations of models and theories as scientific representations of reality.

Examples: SE 7, 36-37, 58-59, 98-99, 125-126, 219-220, 310-311, 320-321, 338-339, 345-346; TE 10, 269, 311; LM 14, 19, 22, 43, 49, 51

Examples: SE 7, 36-37, 58-59, 98-99, 125-126, 219-220, 310-311, 320-321, 338-339, 345-346; TE 10, 269, 311; LM 14, 19, 22, 43, 49, 51

Examples: SE 7, 36-37, 58-59, 98-99, 125-126, 219-220, 310-311, 320-321, 338-339, 345-346; TE 10, 269, 311; LM 14, 19, 22, 43, 49, 51

9-12 I.h. Read and interpret topographic and geologic maps.

SE 7-11, 15-17; TE 7-11, 15-17

SE 12, 13-14, 18, 19-20; TE 9-12, 13-14, 16-18,19-20; CC 1; LM 1-4; WB 2, 3

SE 7-11, 15-17; TE 7-11, 15-17; RF 2

9-12 I.i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem).

Examples: SE 56, 66-67, 79-80, 189, 194-195, 221-224, 256-258, 340-341; WB 5, 23, 25, 44, 48, 54, 54; LM 9, 11; CC 3, 4; RF 8, 9, 11, 16, 17, 24



9-12 I.j. Recognize the issues of statistical variability and the need for controlled tests.

Examples: SE 84-85, 112-113, 292-293; TE 84-85, 112-113, 292-293; LM 13, 17, 47

Examples: SE 84-85, 112-113, 292-293; TE 84-85, 112-113, 292-293; LM 13, 17, 47

Examples: SE 84-85, 112-113, 292-293; TE 84-85, 112-113, 292-293; LM 13, 17, 47

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GRADE STANDARD #


Y N

9-12 I.k. Recognize the cumulative nature of scientific evidence.

*5 *5 *5

9-12 I.l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science.

Examples: •“Science in Your Life” readings on SE pages 35 (math), 83 (environment), 207 (chemistry), etc. •“Science Integration” activities on TE pages 5, 90, 160, 240, 282, 325 (biology); 144, 335 (environment); 66, 205, 269, 301, 310, 343 (physical science); 11, 72, 80, 116, 161, 270 (technology), etc.



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GRADE STANDARD #


Y N

9-12 I.m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California.

Examples: •“Science in Your Life” readings on SE pages 83, 124, 134, 172, 189, 207, 258, 291, 316, 352 •“In the Community” activities on TE pages 5, 171, 182, 261, 298, 309 •“Cross Curricular Connection” activities on TE pages 67, 188, 207, 258, 297, 301 •“In the Environment” activities on TE pages 3, 29, 62, 82, 110, 134, 155, 188, 209, 248, 263, 290, 315, 350 •“Global Connection” activities on TE pages 28, 68, 95



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GRADE STANDARD #


Y N

9-12 I.n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets).

Publisher Notes/Additional Comments (note to publishers: please include grade level/standard when listing comments): *1: (Grades 9-12): Additional practice opportunities can be found in Physical Science Skill Track Software *2: 1.b. (Grades 9-12): Foundation principles for this standard can be found on SE page 71 *3: 2.c. (Grades 9-12): Foundation principles for this standard can be found on SE pages 108, 118 *4: 6.d. (Grades 9-12): Additional foundation principles for this standard can be found on SE pages 88, 89; TE 263 *5: INVESTIGATION AND EXPERIMENTATION I.k. (Grades 9-12): The cumulative nature of scientific evidence is emphasized throughout the text. For example, the history of research and understanding regarding the planet Mars in explained on SE pages 89-90. The foundation of our understanding of constellations is given on SE page 121, and so on. In addition, information is presented throughout in building block style, with foundational principles introduced first, and with more complex applications following. See, for example, Chapter 6: Earth Chemistry, which begins with a simple explanation of matter and its properties, then explains elements and atoms, then moves on to compounds and mixtures.

Documents

Science Content Standards for California Public Schools Grades 9 …assets.pearsonschool.com/correlations/1250EarthScience.pdf · 2016-06-10 · brightness, and evolution of a star