Science |
High School
Course Information
Earth Science
This is a laboratory course that integrates the study of the earth and our physical world and builds upon those concepts introduced in middle school science courses. The study of the earth will include an introduction to the science of the earth; properties and processes of its surface and interior including plate tectonics, volcanism, earthquakes, glaciation, mountain building, formation of rocks, minerals, and the structural basis of landforms, its history and our place in the universe. A study of atmospheric processes and weather elements will also be a part of this course.
| Subject: | Science |
| State Number: | 133800 |
| Course Credits: |  Full Credit (1.0) Course |
| Course Options: |
|
| NCAA: |  NCAA Approved |
Credit Acquisition
Unit 1 – EARTH AS A SYSTEM
- 9-12.LS2.B.3 Use a model that illustrates the roles of photosynthesis, cellular respiration, decomposition, and combustion to explain the cycling of carbon in its various forms among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: The primary forms of carbon include carbon dioxide, hydrocarbons, waste, and biomass. Examples of models could include simulations and mathematical and conceptual models.]
- 9-12.ESS2.A.4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
- 9-12.ESS3.D.2 Predict how human activity affects the relationships between Earth systems in both positive and negative ways. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere.]
Unit 2 – ATMOSPHERE
- 9-12.ESS2.D Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.]
- 9-12.LS2.B.3 Use a model that illustrates the roles of photosynthesis, cellular respiration, decomposition, and combustion to explain the cycling of carbon in its various forms among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: The primary forms of carbon include carbon dioxide, hydrocarbons, waste, and biomass. Examples of models could include simulations and mathematical and conceptual models.]
- 9-12.LS2.C.2 Design, evaluate, and/or refine solutions that positively impact the environment and biodiversity. [Clarification Statement: Examples of solutions may include captive breeding programs, habitat restoration, pollution mitigation, energy conservation, agriculture and mining programs, and ecotourism.]
- 9-12.ESS3.A.1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to freshwater, regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather. Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]
- 9-12.ESS3.D.1 Analyze geoscientific data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).]
- 9-12.ESS2.A.4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
- 9-12.ESS3.D.2 Predict how human activity affects the relationships between Earth systems in both positive and negative ways. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere.]
- 9-12.SPS.SI.3 Gather evidence from qualitative and quantitative observations.
Unit 3 – HYDROSPHERE
- 9-12.LS2.B.3 Use a model that illustrates the roles of photosynthesis, cellular respiration, decomposition, and combustion to explain the cycling of carbon in its various forms among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: The primary forms of carbon include carbon dioxide, hydrocarbons, waste, and biomass. Examples of models could include simulations and mathematical and conceptual models.]
- 9-12.LS2.C.2 Design, evaluate, and/or refine solutions that positively impact the environment and biodiversity. [Clarification Statement: Examples of solutions may include captive breeding programs, habitat restoration, pollution mitigation, energy conservation, agriculture and mining programs, and ecotourism.]
- 9-12.ESS2.D Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.]
- 9-12.ESS3.A.1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to freshwater, regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather. Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]
- 9-12.ESS3.D.2 Predict how human activity affects the relationships between Earth systems in both positive and negative ways. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere.]
- 9-12.SPS.SI.3 Gather evidence from qualitative and quantitative observations.
Unit 4 – GEOSPHERE
- 9-12.LS2.B.3 Use a model that illustrates the roles of photosynthesis, cellular respiration, decomposition, and combustion to explain the cycling of carbon in its various forms among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: The primary forms of carbon include carbon dioxide, hydrocarbons, waste, and biomass. Examples of models could include simulations and mathematical and conceptual models.]
- 9-12.LS2.C.2 Design, evaluate, and/or refine solutions that positively impact the environment and biodiversity. [Clarification Statement: Examples of solutions may include captive breeding programs, habitat restoration, pollution mitigation, energy conservation, agriculture and mining programs, and ecotourism.]
- 9-12.ESS2.D Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.]
- 9-12.ESS2.E Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples of coevolution include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for new life.
- 9-12.ESS3.A.1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to freshwater, regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather. Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]
- 9-12.ESS3.D.2 Predict how human activity affects the relationships between Earth systems in both positive and negative ways. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere.]
- 9-12.ESS2.A.1 Develop a model to illustrate how Earth’s interior and surface processes (constructive and destructive) operate at different spatial and temporal scales to form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).]
- 9-12.ESS2.A.2 Analyze geoscientific data to make the claim that one change to Earth’s surface can create changes to other Earth systems.
- 9-12.ESS2.A.3 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.
Unit 5 – GEOLOGIC HISTORY
- 9-12.ESS1.C.1 Evaluate evidence of the past and current movements of continental and oceanic crust, the theory of plate tectonics, and relative densities of oceanic and continental rocks to explain why continental rocks are generally much older than rocks of the ocean floor. [Clarification Statement: Examples include the ages of oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with distance away from a central ancient core (a result of past plate interactions).
- 9-12.ESS1.C.2 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.]
- 9-12.ESS2.E Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples of coevolution include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for new life.
