This page has all of the topics covered in Earth Science for the
year. Some topics will be linked to other websites for more
in-depth information and most will have the chapter with the
This page is also helpful for
ideas on what to do your Not Necessarily
Current Event (NNCE).
will slowly be updated as I gather more resources to which to
link - extra participation credit will be given if you find
something and bring it to me so I can link it)
If you are curious and look ahead before we even
cover the material, hooray for you!
these standards has a rubric illustrating what is expected
to achieve each level (0-4). CLICK
HERE TO SEE THESE RUBRICS/STANDARD SHEETS
(they will be handed out in class: the first copy is free,
if you lose it, a new one will cost you ten cents or you can
use the link and print one yourself))
For now, disregard the
chapters as we are currently in the process of piloting
a new text book.
Academic Earth Science Text (Ch.);
Sheltered Earth Science Text [Ch.]
Here's a fun site.
fact some of the topics
cover in class are listed here. If you can ignore the constant ads
by Circuit City) it's pretty cool:
Estimated Time August/September: Introduction to Earth Science Accurately use
scientific practices, the metric system, metric conversion and
scientific notation to explore the nature of Earth Science. Accurately measure and calculate length,
volume, mass, and density using materials from the Earth’s four major
spheres (hydrosphere, atmosphere, geosphere, and biosphere).
Tectonics/Plate Boundaries Develop a model based on
scientific evidence that explains the different layers of the
Earth and describes the cycling of matter by mantle
convection. Analyze scientific
evidence and develop a model that explains the process of
plate tectonics, the various continental and ocean-floor
features that form at the three plate boundaries, and the
ages of crustal rock. NGSS: ESS2-1, 3;
ESS1-5 http://www.nextgenscience.org/hsess2-earth-systems http://www.nextgenscience.org/hsess1-earth-place-universe
Resources/Hazards Evaluate the geologic basis
of natural resources and hazards in California, competing
designs for the use of these natural resources based on
cost-benefit ratios, and how natural resources and hazards
have influenced human activity over time.
Explain the relationships between natural resource
management, the sustainability of human populations and
ESS3-1, 2, 3 http://www.nextgenscience.org/hsess3-earth-human-activity
(Here's a cool pic of the Earth's
lights from space. We don't necessarily cover this in
class, but it shows population distribution throughout
the world, a major issue with CA as well) November/December: Atmospheric Structure,
Evolution, And Human Impacts Explain how the Earth’s atmosphere, surface
and organisms have coevolved together over time.
Analyze and evaluate global climate models and data to
show human impacts on global warming and forecast how
global warming may change our Earth’s systems in the
February/March: Carbon/Nitrogen Cycles Develop a
model that demonstrates how carbon and nitrogen cycle between
the hydrosphere, atmosphere, geosphere, and biosphere.
and make a claim that any change in the carbon or nitrogen cycle
can create feedbacks that cause changes to other areas in the
NGSS: ESS2-6; ESS2-2 http://www.nextgenscience.org/hsess2-earth-systems
March/April: Solar System Compare and contrast the
location, composition and formation of the Sun, terrestrial
planets, and gaseous (Jovian) planets in our solar system over
time by evaluating evidence from Earth rocks, meteorite
impacts and other planetary and lunar surface.
Predict the motion of orbiting objects in the solar
system using Newton’s gravitational laws of attraction and
Kepler’s laws of planetary motion.
April/May: Stars/Galaxies Diagram
and explain all the stages in the life cycle of a star and how
stars produce all the elements and matter in our univers.
Construct an explanation of the Big Bang Theory by analyzing
current evidence (light spectra, galaxy motion, and matter
composition in the universe.
All Year: A. Investigation and Experimentation 1.
progress is made by asking meaningful questions and conducting
careful investigations. 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
Identify and communicate sources of unavoidable experimental
Identify possible reasons for inconsistent results, such as
sources of error or uncontrolled conditions. d.
Formulate explanations by using logic and evidence. e.
Solve scientific problems by using quadratic equations and simple
trigonometric, exponential, and logarithmic functions. f.
Distinguish between hypothesis and theory as scientific terms. g.
Recognize the usefulness and limitations of models and theories as
scientific representations of reality. h.
Read and interpret topographic and geologic maps. 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
Recognize the issues of statistical variability and the need for
controlled tests. k.
Recognize the cumulative nature of scientific evidence. l.
Analyze situations and solve problems that require combining and
applying concepts from more than one area of science. 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. 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,