NOTE: Here are the full Next Generation Science Standards (NGSS) and a revised/condensed copy that the entire district is using for Earth Science at each site.

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 information.

    This page is also helpful for ideas on what to do your Not Necessarily Current Event (NNCE).
(This page 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!

  Course Schedule for Earth Science:

Standard Title



Standard Title





Introduction to Earth Science


7a, 7b, 7c; ESS2-6;

Carbon/Nitrogen Cycles


3a, 3b; ESS2-1, 3

Plate Tectonics/Plate Boundaries


1a-1f; ESS1-1, 4, 6

Solar System


9a, 9b, 9c;
ESS3-1, 2, 3

CA Resources/Hazards


1a, 1b, 1d



8a-c; ESS2-7;

Atmospheric Structure, Evolution,
And Human Impacts


Critical Thinking/

Investigation/Experimentation, Lab Reports,


5a–d, 6a–d,

ESS2-4, ESS3-5



Class Preparedness

Participation, DR, Notes, Materials, Planner

Each of these standards has a rubric illustrating what is expected to achieve each level (0-4).

(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.]

The following is a list of the topics/terms in Chemistry and Physics that we will use throughout the year. These topics will help you better understand the concepts of Geology, Meteorology, Oceanography, and Astronomy.

Themes of Chemistry Themes of Physics
Atomic Structure (molecule, element, compound) (Ch. 4, 5, 6) [Ch. 3, 4]
Periodic Table Of Elements (Ch.6) [Ch. 3]
Molecular Structure/Formulas (Ch.4, 5, 6) [Ch. 4, 5, 7]      
Conservation of Mass/Energy (Ch.8, 16) [Ch. 8, 14]
Chemical Changes (Chemical Reactions) (Ch.3) [Ch. 1, 8]
Physical Changes (Ch.3) [Ch. 1]     
Heat & Temperature (Ch.17) [Ch.16]
Acids/Bases/pH (Ch.9) [Ch. 9]
Pressure (Ch.14) [Ch. 12]
Force (Ch.13, 19, 5) [Ch. 12]  
Speed (Ch.12, 23, 24) [Ch. 13]
Velocity (Ch.12, 13, 16) [Ch. 13]    
Acceleration (Ch.12, 13) [Ch. 13]
Momentum (Ch.12) [Ch. 13]
Galileo's Theory of gravity (Ch.13) [Ch. 12]
Friction (Ch.13, 15, 19) [Ch. 12]
Newton's Laws of Motion (Ch.13) [Ch. 13]
Waves (Ch. 23-26) [Ch. 17-19

Here's a fun site. In fact some of the topics we cover in class are listed here. If you can ignore the constant ads (it is sponsored by Circuit City) it's pretty cool:

Estimated Time
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).

Introduction (Class/Lab Tour, Syllabus, Diurnal Retrospection, Notes, Lab Reports, NNCE)

Lab Safety Info/Test (Ch.1)
Metric System, Density, Measuring Matter (Ch.1) [Ch.1, 2]
Scientific Method (Ch.1) [Ch. 1]
Scientific Notation


Plate 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

interactive map of Earth (choose a location and go back in time to see what it looked like)
The page is from - not exactly what we study in Plate Tectonics but check it out if interested.
*This presentation/lecture wraps up most what scientists have discovered about Plate Tectonics and Plate Boundaries, including the evidence for Plate Tectonic Theory                                               

CA 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 biodiversity

NGSS: ESS3-1, 2, 3
(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)

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 future.

NGSS: ESS2-7; ESS3-5
(article on High/Low Pressure - clouds, weather, storms, etc.) -

A global map of wind, weather, and ocean conditions - real-time data/graphics of currents

Elsie Allen High School has a weather station in Mr. Rudolph's class (O-1); here is the link:

NASA: Global Climate Change - Vital Signs of the Planet
(These maps show CO2 levels, global temperatures, sea levels, etc.)
Describe how variations of energy flow into and out of Earth’s geosphere, atmosphere, hydrosphere, and biosphere affect and change climate.
Differentiate the causes and effects of sudden climatic changes
(over 1-10 years), intermediate climatic changes (over 10 – 100,000’s of years), and long-term climatic changes (over millions of years or longer) over time.

A global map of wind, weather, and ocean conditions - real-time data/graphics of currents

Climate Map (climate zones around the world)

NGSS: ESS2-4; ESS3-5

Carbon/Nitrogen Cycles
Develop a model that demonstrates how carbon and nitrogen cycle between the hydrosphere, atmosphere, geosphere, and biosphere.
nalyze data and make a claim that any change in the carbon or nitrogen cycle can create feedbacks that cause changes to other areas in the cycle.

ESS2-6; ESS2-2

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.
redict the motion of orbiting objects in the solar system using Newton’s gravitational laws of attraction and Kepler’s laws of planetary motion.

NASA Planetary Fact Sheet

NGSS: ESS1-1; ESS1-4; ESS1-6

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.

NGSS: ESS1-1; ESS1-2; ESS1-3

Even though is a shopping site, it has
some great pics of nebulae, galaxies, HST photos

All Year:
A. Investigation and Experimentation                                                                      
1. Scientific 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 data.
b. Identify and communicate sources of unavoidable experimental error.
c. 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 ecosystem).
j. 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, and planets).

Lots of different stuff from Sonoma County Office of Education (SCOE)

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