a correlation of pearson earth scienceassets.pearsonschool.com/asset_mgr/current/201315/earth... ·...

A Correlation of

Pearson

Earth Science (Tarbuck/Lutgens)

©2011

To the

Next Generation Science Standards

Earth & Space Science Standards

DRAFT, MAY 2012

Grades 9-12

Dear Educator, As we embark upon a new and exciting science journey, Pearson is committed to offering its complete support as classrooms transition to the new Next Generation Science Standards (NGSS). Ready-to-use solutions for today and a forward-thinking plan for tomorrow connect teacher education and development, curriculum content and instruction, assessment, and information and school design and improvement. We’ll be here every step of the way to provide the easiest possible transition to the NGSS with a coherent, phased approach to implementation.

Pearson has long-standing relationships with contributors and authors who have been involved with the development and review of the Next Generation Science Frameworks and subsequent Next Generation Science Standards. As such, the spirit and pedagogical approach of the NGSS initiative is embedded in all of our programs, such as Earth Science.

The planning and development of Pearson’s Earth Science was informed by the same foundational research as the NGSS Framework. Specifically, our development teams used Project 2061, the National Science Education Standards (1996) developed by the National Research Council, as well as the Science Anchors Project 2009 developed by the National Science Teachers Association to inform the development of this program. As a result, students make connections throughout the program to concepts that cross disciplines, practice science and engineering skills, and build on their foundational knowledge of key science ideas. The Pearson Advantage

21st Century Skills. Each chapter in Earth Science begins with an activity geared toward developing one or more 21st century skills. All of these activities task students to capture what they are learning in biology class and apply the knowledge to solving real-life problems in order to encourage productive, thoughtful members of the 21st century world.

Virtual Earth Science. A Pearson exclusive - is the most robust interactive lab available. Now available with even more teaching and assessment tools! Our proven formula for reading success addresses skills before during, and after every lesson.

Bringing content to life, the integrated GEODe Key Concepts CD-ROM connects students to the world through video, animations, and assessment.

The following document demonstrates how Earth Science ©2011, supports the first draft of the Next Generation Science Standards (NGSS) for Grades 9-12. Correlation references are to the Student Editions, Teacher Editions, and Teacher Lab Resources

A Correlation of Earth Science (Tarbuck/Lutgens) ©2011

to the Next Generation Science Standards – DRAFT, May 2012 Grades 9-12

SE = Student Edition; TE = Teacher’s Edition; Lab = Laboratory Manual 3

Table of Contents

HS.ESS.SS Space Systems............................................................................ 4 HS.ESS-HE History of Earth......................................................................... 12 HS.ESS.ES Earth's Systems ........................................................................ 18 HS.ESS.CC Climate Change......................................................................... 27 HS.ESS-HS Human Sustainability................................................................ 37




EARTH/SPACE SCIENCE HS.ESS.SS.a. Space Systems Students who demonstrate understanding can: a. Construct explanations from evidence about how the stability and structure of the sun change over its

lifetime at time scales that are the short (solar flares), medium (the hot spot cycle), and long (changes over its 10-billion-year lifetime). [Clarification Statement: Evidence for long-term changes includes the Hertzsprung-Russell Diagram.] EARTH SCIENCE: The structure of the surface of the sun is explored in Structure of the Sun on SE/TE: 685-686. Students learn about sunspots, prominences, and solar flares in The Active Sun on SE/TE: 687-688. They obtain information about the interior of the sun in The Solar Interior on SE/TE: 689-690. Photos illustrating the structure of the sun are displayed on SE/TE page 685-688, Figures 12-16. The Hertzsprung - Russell diagram is presented on SE/TE: 704-705, Figure 5. Stellar evolution is explored on SE/TE: 707-714. The life cycle of a sunlike star in relation to the Hertzsprung - Russell diagram is shown in Figure 10: Life Cycle of a Sunlike Star on SE/TE: 709. Students learn about the evolution of stars with masses similar to the sun in Death of Medium-Mass Stars on SE/TE: 710 and in Figure 11: Stellar Evolution, Part B: Students describe the convection zone in Figure 13: Granules, on SE/TE: 685. Students explain what solar flares are in Reading Checkpoint, SE/TE: 688. Students draw and label a diagram of the sun and explain how the sun produces energy in Assess: Evaluate Understanding on TE: 690. They explain the structure of the sun in Section 24.3 Assessment #1-4, and 6-7 on SE/TE: 690. Students observe and analyze data about sunspots to explain properties of sunspots in Exploration Lab: Tracking Sunspots on SE/TE: 692-693. They analyze sunspot data in Chapter 24 Assessment #28-31 on SE/TE: 696. Students describe the life cycle of the sun in Section 25.2 Assessment #4 on SE/TE: 714.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. • Construct and revise claims and

arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, theories) and peer review.

SE/TE: 685, Figure 13: Granules 688, Reading Checkpoint 690, Section 24.3 Assessment #1-4, and 6-7 692-693, Exploration Lab: Tracking Sunspots 696, Chapter 24 Assessment #28-31 714, Section 25.2 Assessment #4

ESS1.A: The Universe and Its Stars • The star called the sun is changing and

will burn out over a lifespan of approximately 10 billion years.

SE/TE: 685-688, Structure of the Sun 685, Figure 12: Structure of the Sun 685, Figure 13: Granules 686, Figure 14: Chromospheres 686, Reading Checkpoint 687-688, The Active Sun 687, Figure 15: Sunspots A&B 688, Figure 16: Solar Prominence 689-690, The Solar Interior 689, Figure 18: Nuclear Fusion 692-693, Exploration Lab: Tracking Sunspots 704-705, Hertzsprung – Russell Diagram 704, Figure 5: Hertzsprung-Russell Diagram 707-714, Stellar Evolution 709, Figure 10: Life Cycle of a Sunlike Star 710, Figure 11: Stellar Evolution, part B: Medium mass stars

Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.




TE Only: 690, Assess: Evaluate Understanding

TE Only: 685, Address Misconceptions 686, Facts and Figures 687, Build Science Skills 687, Facts and Figures 704, Address Misconceptions 704, Use Visuals 707, Build Science Skills 709, Use Visuals: Figure 10 710, Facts and Figures Lab: 151, Investigation 24: Measuring the Diameter of the Sun




HS.ESS.SS.b. Space Systems Students who demonstrate understanding can: b. Use mathematical, graphical, or computational models to represent the distribution and patterns of

galaxies and galaxy clusters in the Universe in order to describe the Sun’s place in space. EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Galaxies and galaxy clusters are explored on SE/TE: 715-719. The location of the sun within the Milky Way is indicated in Figure 17: Structure of the Milky Way, Part B: Edge-on view on SE/TE: 716.


Using Mathematical and Computational Thinking Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Students also use and create simple computational simulations based on mathematical models of basic assumptions. • Use statistical and mathematical

techniques and structure data (e.g., displays, tables, and graphs) to find regularities, patterns (e.g., fitting mathematical curves to data), and relationships in data.

ESS1.A: The Universe and Its Stars • The sun is one of more than 200 billion

stars in the Milky Way galaxy, and the Milky Way is just one of hundreds of billions of galaxies in the universe.

SE/TE: 715-716, The Milky Way Galaxy

Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows— within and between systems at different scales. SE/TE: 715-716, The Milky Way Galaxy 716-718, Types of Galaxias TE Only: 717, Build Science Skills: Using Models




HS.ESS.SS.c. Space Systems Students who demonstrate understanding can: c. Construct explanations for how the Big Bang theory for the formation of the universe accounts for all

observable astronomical data including the red shift of starlight from galaxies, cosmic microwave background, and composition of stars and nonstellar gases. EARTH SCIENCE: The expanding universe is presented in The Expanding Universe on SE/TE: 718-719. Students learn about the Big Bang theory on SE/TE: 720. The red shift of starlight is discussed on SE/TE: 718 and 720; cosmic microwave on SE/TE: 720. Students explain the evidence for the expanding universe theory in Section 25.3 Assessment, #4, and explain the Big Bang theory in #5 in, on SE/TE: 721. They explain the implications of red shifts in Chapter 25 Assessment #22, SE/TE: 725, and what cosmic microwave background radiation is in #23.




ESS1.A: The Universe and Its Stars • The spectra and brightness of stars are

used to identify their compositional elements, movements, and distances from Earth and to develop explanations about the formation, age, and composition of the universe. The Big Bang theory is supported by the fact that it provides an explanation of observations of distant galaxies receding from our own, of the measured composition of stars and nonstellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe.

SE/TE: 718-719, The Expanding Universe 719, Figure 22 Raisin Dough Analogy 720, The Big Bang TE Only: 720, Address Misconceptions • Other than the hydrogen and helium formed

at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

SE/TE: 712, Nucleosynthesis





HS.ESS.SS.d. Space Systems Students who demonstrate understanding can: d. Obtain, evaluate, and communicate information about the process by which stars produce all elements

except those elements formed during the Big Bang. [Clarification Statement: Nuclear fusion within certain stars produce atomic nuclei lighter than and including iron; heavier elements are produced when certain massive stars achieve a supernova stage and explode.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. The formation of helium from hydrogen in the core of the sun is presented in The Solar Interior on SE/TE: 689 and shown in Figure 18: Nuclear Fusion. Students learn about the formation of heavier elements in star in Nucleosynthesis on SE/TE: 712.


Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9–12 builds on 6–8 and progresses to evaluate the validity and reliability of the claims, methods, and designs. • Read critically primary scientific literature

to identify key ideas and major points and to evaluate the validity and reliability of the claims, methods, and designs.

ESS1.A: The Universe and Its Stars • Other than the hydrogen and helium

formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

SE/TE: 712, Nucleosynthesis





HS.ESS.SS.e. Space Systems Students who demonstrate understanding can: e. Use mathematical representations of the positions of objects in our Solar System in order to predict their

motions and gravitational effects on each other. [Assessment Boundary: Mathematical representations, which include Kepler’s Laws, should not deal with more than two bodies.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Johannes Kepler’s laws of planetary motion are presented on SE/TE: 618. Students learn about Newton and the universal law of gravitation on SE/TE: 620-621. They solve problems to determine the distance from the sun of hypothetical planets in Section 22 Assessment #7 on SE/TE: 621.


Using Mathematical and Computational Thinking Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Students also use and create simple computational simulations based on mathematical models of basic assumptions. • Use simple limit cases to test

mathematical expressions, computer programs or algorithms, or simulations to see if a model “makes sense” by comparing the outcomes with what is known about the real world.

ESS1.B: Earth and the Solar System • Kepler’s laws describe common features

of the motions of orbiting objects, including their elliptical paths. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system.

SE/TE: 618, Johannes Kepler 620, Sir Isaac Newton 620-621, Universal Gravitation

Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.




HS.ESS.SS.f. Space Systems Students who demonstrate understanding can: f. Analyze evidence to explain changes in Earth’s orbital parameters affect the intensity and distribution of

sunlight on Earth’s surface, causing cyclical climate changes that include past Ice Ages. [Assessment Boundary: Orbital parameters are limited to change in orbital shape and orientation of the planetary axis.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. The effects of the Earth’s orbit on climate change are presented in Earth’s Orbital Motion on SE/TE: 601. Through modeling in the Teacher Demo: Earth’s Motions and Climate on TE: 601, students learn about the effects of changes in Earth’s orbit.


Analyzing and Interpreting Data Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. • Use tools, technologies, and models

(e.g., computational, mathematical) to generate and analyze data in order to make valid and reliable scientific claims or determine an optimal design solution.

ESS1.B: Earth and the Solar System • Cyclic changes in the shape of Earth’s

orbit around the sun, together with changes in the orientation of the planet’s axis of rotation, have altered the intensity and distribution of sunlight falling on Earth. These changes, both occurring over tens to hundreds of thousands of years, cause cycles of ice ages and other gradual climate changes.

SE/TE: 601, Earth’s Orbital Motion TE Only: 601, Teacher Demo: Earth’s Motions and Climate





HS.ESS.SS.g. Space Systems Students who demonstrate understanding can: g. Construct explanations for how differences in orbital parameters, combined with the object’s size and

composition, control the surface conditions of other planets and moons within the solar system. EARTH SCIENCE: The surface conditions of the planets are explored in Chapter 23. Students learn about the characteristics of the planets, including comparisons and contrasts of surface conditions in The Planets: An Overview on SE/TE: 645-647. Surface conditions for each planet are described: Mercury: The Innermost Planet on SE/TE: 649-650; Venus: The Veiled Planet on SE/TE: 650-651; Mars: The Red Planet on SE/TE: 651-653; Facts and Figures on TE: 652; Jupiter: Giant Among Planets on SE/TE: 654-655; Saturn: The Elegant Planet on SE/TE: 656-658; Uranus: The Sideways Planet on SE/TE: 658; and Neptune: The Windy Planet on SE/TE: 658. The surface conditions are explained in terms of distance from the sun and the mass and composition of each planet, among other factors. Students construct explanations for differences that control surface conditions of planets and moons in Section 23.2 Assessment, #6, SE/TE: 653, and in Chapter 23 Assessment #27, 28, and 31-34, SE/TE: 670.




SE/TE: 653, Section 23.2 Assessment, #6 670, Assessment #27, 28, 31-34

ESS1.B: Earth and the Solar System • Cyclic changes in the shape of Earth’s

orbit around the sun, together with changes in the orientation of the planet’s axis of rotation, have altered the intensity and distribution of sunlight falling on Earth. These changes, both occurring over tens to hundreds of thousands of years, cause cycles of ice ages and other gradual climate changes.

SE/TE: 601, Earth’s Orbital Motion TE Only: 601, Teacher Demo: Earth’s Motions and Climate

Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.




HS.ESS-HE.a. History of Earth Students who demonstrate understanding can: a. Analyze determined or hypothetical isotope ratios within Earth materials to make valid and reliable

scientific claims about the planet’s age, the ages of Earth events and rocks, and the overall time scale of Earth’s history. [Assessment Boundary: Radiometric dating techniques using complex methods such as multiple isotope ratios are not included.] EARTH SCIENCE: Radiometric dating is presented in Dating with Radioactivity on SE/TE: 347-351. Students use hypothetical data to date layers of rock in Lab: 93-96, Investigation 13: Determining Geologic Ages.


Analyzing and Interpreting Data Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. • Engaging in argument from evidence in

9–12 builds from K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world. Arguments may also come from current scientific or historical episodes in science.

ESS1.C: The History of Planet Earth • Radioactive-decay lifetimes and isotopic

content in rocks provide a way of dating rock formations and thereby fixing the scale of geologic time.

SE/TE: 347-351, Dating with Radioactivity TE Only: 350, Facts and Figures: Determining the Ave of Granite Lab: 93-96, Investigation 13: Determining Geologic Ages

Scale, Proportion, and Quantity The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly. Patterns observable at one scale may not be observable or exist at other scales. Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale. Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g. linear growth vs. exponential growth). SE/TE: 347, Figure 14: Radioactive Decay 348, Figure 15: The Half-Life Decay Curve Lab: 93-96, Investigation 13: Determining Geologic Ages




HS.ESS-HE.b. History of Earth Students who demonstrate understanding can: b. Construct an explanation using plate tectonic theory for the general trends of the ages of continental and

oceanic crust as well as patterns of topographic features. [Clarification Statement: Trends of crustal ages involve the youngest seafloor rocks located at mid-ocean ridges and the oldest ocean rocks often located near continental boundaries, with age bands of rocks parallel across mid-ocean ridges. Major topographic features are ocean ridges, trenches, and hot spot islands.] EARTH SCIENCE: The use of patterns of rock type and age as evidence of plate tectonics is presented in Chapter 9, Plate Tectonics, Rock Types on SE/TE: 250. Students learn about the age patterns of rocks on the ocean floor as evidence of plate tectonics in The Age of the Ocean Floor on SE/TE: 260. Students list the evidence for continental drift, which includes patterns of topographic features, in Section 9.1 Assessment #2 on SE/TE: 252. In the Reading Checkpoint on SE/TE: 255, students define mid-ocean ridges. The Reading Checkpoint on SE/TE: 257, requires students to explain subduction. They list the evidence for sea floor spreading, which includes the trends in the age of ocean crust, in Section 9.2 Assessment #3 on SE/TE: 260. Students write an explanatory paragraph about how the data for the age of oceanic crust supports the theory of the sea-floor spreading in Section 9.2 Assessment: Writing in Science on SE/TE: 260.


Constructing Explanations and Designing Solutions Engaging in argument from evidence in 9–12 builds from K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world. Arguments may also come from current scientific or historical episodes in science. • Construct and revise claims and


ESS1.C: The History of Planet Earth • Continental rocks, which can be older

than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.

SE/TE: 250, Rock Types 251, Quick Lab: Charting the Age of the Atlantic Ocean 260, The Age of the Ocean Floor Figure 14 285, Intraplate Volcanism ESS2.B: Plate Tectonics and Large • Plate tectonics is the unifying theory that

explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history.

SE/TE: 255, Mid-Ocean Ridges 257, Subduction at Deep-Ocean Trenches 261, Earth’s Moving Plates 262-263, Types of Plate Boundaries 262-263, Figure 15: Earth’s Tectonic Plates 264-265, Divergent Boundaries 266-267, Convergent Boundaries

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. SE/TE: 257, Subduction at Deep-Ocean Trenches 261, Earth’s Moving Plates 262-263, Types of Plate Boundaries 264-265, Divergent Boundaries 266-267, Convergent Boundaries 268, Transform Fault Boundaries TE Only: 261, Facts and Figures 262, Teacher Demo: A Convergent Model 264, Teacher Demo: Creating a Continental Rift 267, Facts and Figures




268, Transform Fault Boundaries TE Only: 261, Build Science Skills, Facts and Figures 262, Teacher Demo: A Convergent Model 262, Facts and Figures: Wide Plate Boundaries 262, Address Misconceptions 264, Teacher Demo: Creating a Continental Rift 264, Facts and Figures 266, Facts and Figures 267, Facts and Figures 267, Build Science Skills 268, Build Science Skills Lab: 79-84, Investigation 9: Modeling a Plate Boundary • Plate movements are responsible for

most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.

SE/TE: 261, Earth’s Moving Plates 262-263, Types of Plate Boundaries 264-265, Divergent Boundaries 266-267, Convergent Boundaries 268, Transform Fault Boundaries TE Only: 262, Teacher Demo: A Convergent Model 262, Facts and Figures: Wide Plate Boundaries 264, Teacher Demo: Creating a Continental Rift 266, Facts and Figures 267, Facts and Figures, Build Science Skills




HS.ESS-HE.c. History of Earth Students who demonstrate understanding can: c. Construct explanations about changes that occurred to Earth during the Hadean Eon based on data from

Earth materials, planetary surfaces, and meteorites. [Clarification Statement: Dynamic Earth processes have destroyed most of Earth’s very early rock record; however, lunar rocks, asteroids, and meteorites have remained relatively unchanged and provide evidence for conditions during Earth’s earliest time periods.] EARTH SCIENCE: The focus of this program is to provide students with an awareness and appreciation of the important interdependences and processes among Earth’s spheres. This expectation falls outside of the program scope and sequence.


Constructing Explanations and Designing Solutions Engaging in argument from evidence in 9–12 builds from K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world. Arguments may also come from current scientific or historical episodes in science. • Construct and revise claims and


ESS1.C: The History of Planet Earth • Although active geologic processes,

such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history.

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability.




HS.ESS-HE.d. History of Earth Students who demonstrate understanding can: d. Construct scientific arguments to support the claim that dynamic causes, effects, and feedbacks among

Earth’s systems result in a continual co-evolution of Earth and the life that exists on it. [Clarification Statement: Students examine examples of feedbacks between Earth’s different systems in order to understand how life has co-evolved with Earth’s surface. For example, the atmosphere and biosphere affect the conditions for life, which in turn affects the composition of the atmosphere.] EARTH SCIENCE: The co-evolution of Earth and the life that exists on it is presented in Chapter 13, Earth’s History, on SE/TE: 362-391. Students learn about the co-evolution of Earth’s atmosphere and life in early oceans in The Atmosphere Evolves on SE/TE: 365. The relationship between shallow seas and warm temperatures and limestone deposits is discussed in Cambrian Earth and Cambrian Life on SE/TE: 370. Students obtain information about the relationship between increasing oxygen and the evolution of land plants in Ordovician Period on SE/TE: 371. The development of coal swamp forests in the warm in wet tropical regions and the resulting coal deposits are discussed in Carboniferous Period on SE/TE: 374-375. On SE/TE: 375, students learn about the relationship between large interior deserts that formed when Pangaea formed and large deposits of red sandstone in Permian Earth. The evolution of unique flora and fauna on Madagascar is linked to the separation of the Madagascar plate in the Facts and Figures feature on TE: 377. The link between the breakup of Pangaea, warming climate, and the evolution of new life is made in Jurassic Earth on SE/TE: 379. The relationship between the formation of shallow seas and great swamps and the development of coal deposits in the Western United States and Canada is discussed on SE/TE: 380. Students gain knowledge of the evolution of grasses in response to the drying of climates and the subsequent evolution of mammals that could eat those grasses in Tertiary Period on SE/TE: 383. The relationship between climate change caused by changes in the orbital parameters of Earth and the evolution of large mammals is presented in Quaternary Earth on SE/TE: 384. Students construct scientific arguments in Section 13.1 Assessment #6 on SE/TE: 368, Section 13.2 Assessment #1 and 2 on SE/TE: 376, and Section Assessment 13.3 #2 on SE/TE: 381. They also construct scientific arguments in Chapter 13 Assessment # 11, 18, 21, 23, and 24 on SE/TE: 389-390.


Engaging in Argument from Evidence Engaging in argument from evidence in 9–12 builds from K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world. Arguments may also come from current scientific or historical episodes in science. • Use arguments and empirical evidence

in oral and written form to construct a convincing argument that supports or refutes a claim made by someone else.

SE/TE: 368, Section 13.1 Assessment #6 376, 13.2 Assessment #1 and 2 381, Section Assessment 13.3 #2 389-390, Chapter Assessment # 11, 18, 21, 23, and 24

ESS2.E Biogeology • The many dynamic and delicate

feedbacks among the biosphere, geosphere, hydrosphere, and atmosphere cause a continual co-evolution of Earth’s surface and the life that exists on it.

SE/TE: 364-366, Precambrian Earth 367-368, Precambrian Life 369-370, Cambrian Period 371, Ordovician Period 372, Silurian Period 372-373, Devonian Period 374-375, Carboniferous Period 375-376, Permian Period 378, Triassic Period 379-380, Jurassic Period 380, Cretaceous Period 382-383, Age of Mammals 383, Tertiary Period

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability SE/TE: 364-366, Precambrian Earth 367-368, Precambrian Life 369-370, Cambrian Period 371, Ordovician Period 372, Silurian Period 372-373, Devonian Period 374-375, Carboniferous Period 375-376, Permian Period 378, Triassic Period 379-380, Jurassic Period




384-385, Quaternary Period TE Only: 367, Facts and Figures: Ozone and Life on Land 367, Integrate Biology: Origin of Life on Earth 369, Facts and Figures: Snowball Earth 371, Facts and Figures 373, Facts and Figures 375, Facts and Figures 377, Facts and Figures: Madagascar 383, Build Science Skills: Relating Cause and Effect. 384, Facts and Figures

380, Cretaceous Period 382-383, Age of Mammals 383, Tertiary Period 384-385, Quaternary Period TE Only: 367, Facts and Figures: Ozone and Life on Land 367, Integrate Biology: Origin of Life on Earth 369, Facts and Figures: Snowball Earth 371, Facts and Figures 373, Facts and Figures 375, Facts and Figures 377, Facts and Figures: Madagascar 383, Build Science Skills: Relating Cause and Effect. 384, Facts and Figures




HS.ESS.ES.a. Earth's Systems Students who demonstrate understanding can: a. Apply scientific reasoning to explain how geophysical, geochemical, and geothermal evidence was used

to develop the current model of the Earth's interior. [Clarification Statement: Evidence should include drill cores, gravity, seismic waves, and laboratory experiments on Earth materials.] EARTH SCIENCE: Evidence used to develop the current model of Earth’s interior is presented in Layers Defined by Composition in Section 8.4 on SE/TE: 233-237. Using seismic data is discussed in Layers Defined by Composition on SE/TE: 233 and in Discovering Earth’s Layers on SE/TE: 236. Students gain further knowledge through the descriptions of laboratory experiments conducted on minerals, analysis of rock from frill cores, and analysis of meteorites in Discovering Earth’s Composition on SE/TE: 237. Students apply scientific reasoning to explain the evidence in Chapter 8 Assessment #23, SE/TE: 244.


Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. • Apply scientific reasoning, theory, and

models to link evidence to claims and show why the data are adequate for the explanation or conclusion.

SE/TE: 244, Chapter 8 Assessment, #23

ESS2.A: Earth Materials and Systems • Evidence from drill cores, gravity,

seismic waves, and laboratory experiments on Earth materials, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of geophysical and geochemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, and a solid mantle and crust.

SE/TE: 233, Layers Defined by Composition, Figure 14 236, Discovering Earth’s Layers Figure 17:Earth’s Interior Showing P and S Wave Paths 237, Discovering Earth’s Composition TE Only: 236, Facts and Figures

Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows— within and between systems at different scales. SE/TE: 233, Layers Defined by Composition, Figure 14 236, Discovering Earth’s Layers Figure 17: Earth’s Interior Showing P and S Wave Paths




HS.ESS.ES.b. Earth's Systems Students who demonstrate understanding can: b. Use a model of Earth's interior and the mechanisms of thermal convection to explain the cycling of matter

and the impact of plate tectonics on Earth's surface. [Assessment Boundary: Convection mechanisms should include heat from radioactive decay and gravity acting on materials of different densities as the drivers of convection and tectonic activity.] EARTH SCIENCE: The mechanisms of plate tectonics are discussed in Section 9.4, Mechanisms of Plate Motion on SE/TE pages 270-271. Convection currents within the mantle caused by the release of energy from radioactive decay are discussed in What Causes Plate Motion? on SE/TE page 270. The ways gravity also causes plate movements is discussed in Plate Motion Mechanisms on SE/TE page 271. Students use a model of Earth’s interior and the mechanisms of thermal convection to explain the cycling of matter and the impact of plate tectonics in Section 9.4 Assessment #1-5 and the Connecting Concepts on SE/TE: 271.


Developing and Using Models Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and constructing models to predict and explain relationships between systems and their components in the natural and designed world. • Use models (including mathematical and

computational) to generate data to explain and predict phenomena, analyze systems, and solve problems.

ESS2.A: Earth Materials and Systems • Motions of the mantle and its plates

occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and the increased downward gravitational pull on denser mantle material.

ESS2.B: Plate Tectonics and Large-Scale System Interactions • The radioactive decay of unstable

isotopes continually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection.

SE/TE: 270, What Causes Plate Motion 271, Plate Motion Mechanisms 271, Figure 23: Whole Mantel Convection TE Only: 270, Facts and Figures





HS.ESS.ES.c. Earth's Systems Students who demonstrate understanding can: c. Analyze the impact of water on the flow of energy and the cycling of matter within and among Earth

systems. [Assessment Boundary: Should explore the unique physical and chemical properties of water, such as the polar nature of the molecule and water’s ability to absorb/store/release energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.]

EARTH SCIENCE: The impact of water on the flow of energy and the cycling of matter is presented in many sections of the text. Some of the physical and chemical properties of water are discussed in Water’s Changes of State on SE/TE: 504-506, Land and Water on SE/TE: 489, and Integrating Physics: Specific Heat on TE: 489. Students learn about water’s ability to absorb, store, and release energy and to transmit sunlight in Variable Components on SE/TE: 477. Additional content on water’s impact includes: Absorption on SE/TE: 487, Land and Water on SE/TE: 489, Integrating Physics: Specific Heat on TE: 489, Water Bodies and Quick Lab: Observing How Land and Water Absorb and Release Energy on SE/TE: 590, and Greenhouse Effect on SE/TE: 602. Effects caused by expansion upon freezing are discussed in Frost Wedging on SE/TE: 127. Students obtain information about water’s role in dissolving and transporting materials in Chemical Weathering, SE/TE: 129-131, Erosion on SE/TE: 164, Sediment Transport on SE/TE: 165, Deposition on SE/TE: 166-167, Glacial Erosion on SE/TE: 192, and in Alluvial Fans on SE/TE: 201. Water’s effect on the viscosity and melting points of rocks is discussed in Facts and Figures: Water in the Mantle on TE: 235 and Water Content on SE/TE: 281.Water’s effects upon the landscape are discussed in Stream Valleys on SE/TE: 167-168, Caverns on SE/TE: 177-178, Karst Topography on SE/TE: 178-179, and Landforms Created by Glacial Erosion on SE/TE: 193-197. Students analyze the impact of water in the Reading Checkpoint on SE/TE: 127; the Reading Checkpoint on SE/TE: 164; Section 6.2 Assessment #1, 4, and 6, SE/TE: 170; Section 7.2 Assessment #3 on SE/TE: 202; and the Reading Checkpoint on SE/TE: 281. Students obtain information through the Teacher Demo: Heating of Land and Water on TE: 490. They demonstrate topic knowledge through Section 17.3 Assessment #2-4 on SE/TE: 493; Chapter 17 Assessment #17, 26, 27, on SE/TE: 499; Section 18.1 Assessment #1 on SE/TE: 509; and Section 21.1 Assessment #4 on SE/TE: 591.


Analyzing and Interpreting Data Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. • Use tools, technologies, and/or models


SE/TE: 590, Quick Lab: Observing How Land and Water Absorb and Release Energy TE Only: 490, Teacher Demo: Heating of Land and Water

ESS2.C: The Roles of Water in Earth's Surface Processes • The abundance of liquid water on

Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb/store/release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.

SE/TE: 127, Frost Wedging 129-130, Chemical Weathering 164, Erosion 165, Sediment Transport 166-167, Deposition 201, Alluvial Fans





Lab: 47-52, Investigation 5: Some Factors That Affect Soil Erosion 65-68, Investigation 7 Continental Glaciers Change Earth’s Topography

281, Water Content 477, Variable Components 486-487, What Happens to Solar Radiation? 489, Land and Water 496-497, Exploration Lab: Heating Land and Water 504-506, Water’s Changes of State 590, Water Bodies 590, Quick Lab: Observing How Land and Water Absorb and Release Energy TE Only: 127, Build Science Skills: Designing Experiments 129, Facts and Figures 201, Facts and Figures 235, Facts and Figures 166, Teacher Demo: Alluvium 167. Build Science Skills: Designing Experiments 477, Address Misconceptions 486, Facts and Figures 489, Integrating Physics: Specific Heat 505, Integrate Biology: The Water Cycle Lab: 47-52, Investigation 5: Some Factors That Affect Soil Erosion 53-58, Investigation 6A: Rivers Shape the Land 59-64, Investigation 6N: Modeling Cavern Formation 65-68, Investigation 7: Continental Glaciers Change Earth’s Topography




HS.ESS.ES.d. Earth's Systems Students who demonstrate understanding can: d. Use Earth system models to explain how Earth's internal and surface processes work together at different

spatial and temporal scales to form landscapes and sea floor features. EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Effects of the hydrosphere on landscapes and sea-floor features are presented in various lessons: Running Water on SE/TE: 163, Work of Streams on SE/TE: 164-168, Water Beneath the Surface on SE/TE: 175-179, Glaciers on SE/TE: 193-197, Water in Deserts on SE/TE: 200-202, and Shoreline Processes and Features on SE/TE: 461-467. Students learn about the effects of the atmosphere in Landscapes Shaped by Wind on SE/TE: 203-207. Effects of the geosphere are covered in the following lessons: What is an Earthquake?, SE/TE: 218-220, Sea-Floor Spreading, SE/TE: 255-259, Plate Tectonics, SE/TE: 262-269, Volcanoes and Plate Tectonics, SE/TE: 280-285, Types of Volcanoes, SE/TE: 289-290, Other Volcanic Landforms, SE/TE: 292-293, Folds, Faults, and Mountains, SE/TE: 312-319, Mountains and Plates, SE/TE: 320-325, and Ocean Floor Features on SE/TE: 401-405. Students obtain information about the effects of the biosphere in Seafloor Sediments on SE/TE: 407-409.




TE Only: 160, Teacher Demo: The Ability to Erode 166, Teacher Demo: Alluvium 167, Build Science Skills: Designing Experiments 192, Teacher Demo: Glacial Erosion 201, Teacher Demo: Desert Water Erosion 205, Teacher Demo: Wind Erosion 262, Teacher Demo: A Convergent Model 264, Teacher Demo: Creating a Continental Rift 313, Teacher Demo: Making an Anticline 314, Build Science Skills: Using Models 317, Build Science Skills: Using Models 404, Teacher Demo: Sediment

ESS2.A: Earth Materials and Systems • Earth’s systems interact over a wide

range of temporal and spatial scales and continually react to changing influences, including those from human activities. Components of Earth’s systems may appear stable, change slowly over long periods of time, or change abruptly. Changes in part of one system can cause dynamic feedbacks that can increase or decrease the original changes, further changing that system or other systems in ways that are often surprising and complex.

SE/TE: 158-163, Running Water 164-169, Work of Streams 170-179, Water Beneath Surface 188-198, Glaciers 200-202, Water in Deserts 203-207, Landscapes Shaped by Wind 218-219, What is an Earthquake? 254-260, Sea-Floor Spreading 261-269, Plate Tectonics 280-285, Volcanoes and Plate Tectonics 289-290, Types of Volcanoes 292-293, Other Volcanic Landforms 312-319, Folds, Faults, and Mountains 320-325, Mountains and Plates

Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. TE Only: 160, Teacher Demo: The Ability to Erode 166, Teacher Demo: Alluvium 167, Build Science Skills: Designing Experiments 192, Teacher Demo: Glacial Erosion 201, Teacher Demo: Desert Water Erosion 205, Teacher Demo: Wind Erosion 262, Teacher Demo: A Convergent Model 264, Teacher Demo: Creating a Continental Rift 313, Teacher Demo: Making an Anticline 314, Build Science Skills: Using Models 317, Build Science Skills: Using Models 404, Teacher Demo: Sediment Buildup Lab: 47-52, Investigation 5: Some Factors That Affect Soil Erosion 53-58, Investigation 6A: Rivers




Buildup Lab: 47-52, Investigation 5: Some Factors That Affect Soil Erosion 53-58, Investigation 6A: Rivers Shape the Land 59-64, Investigation 6B: Modeling Cavern Formation 65-68, Investigation 7 Continental Glaciers Change Earth’s Topography 69-72, Investigation 8: Modeling Liquefaction 79-84, Investigation 9: Modeling a Plate Boundary 97-100, Investigation 16: Modeling the Ocean Floor

401-405, Ocean Floor Features 407-409, Seafloor Sediments 461-467, Shoreline Processes and Features TE Only: 160, Teacher Demo: The Ability to Erode 166, Teacher Demo: Alluvium 167, Build Science Skills: Designing Experiments 168, Build Science Skills: Infer 192, Teacher Demo: Glacial Erosion 197, Integrate Biology: Change in Sea Level 201, Teacher Demo: Desert Water Erosion 205, Teacher Demo: Wind Erosion 257, Facts and Figure: Lakes and Oceans 262, Teacher Demo: A Convergent Model 264, Teacher Demo: Creating a Continental Rift, Facts and Figures 265, 266, Facts and Figures 281, Facts and Figures: Volcanoes in California 313, Teacher Demo: Making an Anticline 314, Build Science Skills: Using Models 316, Facts and Figures: Making the Appalachians 317, Facts and Figures: African Rift Grabens, Build Science Skills 403, Facts and Figures 404, Teacher Demo: Sediment Buildup 407, 464, Facts and Figures Lab: 47-52, Investigation 5: Some Factors That Affect Soil Erosion 53-58, Investigation 6A: Rivers Shape the Land 59-64, Investigation 6N: Modeling Cavern Formation 65-68, Investigation 7: Continental Glaciers 69-72, Investigation 8: Modeling Liquefaction 79-84, Investigation 9: Modeling a Plate Boundary 97-100, Investigation 16: Modeling the Ocean Floor

Shape the Land 59-64, Investigation 6B: Modeling Cavern Formation 65-68, Investigation 7 Continental Glaciers Change Earth’s Topography 69-72, Investigation 8: Modeling Liquefaction 79-84, Investigation 9: Modeling a Plate Boundary 97-100, Investigation 16: Modeling the Ocean Floor




HS.ESS.ES.e. Earth's Systems Students who demonstrate understanding can: e. Construct an evidence-based claim about how a change to one part of an Earth system creates feedbacks

that causes changes in other systems (e.g., coastal dynamics, watersheds and reservoirs, stream flow and erosion rates, changes in ecosystems). EARTH SCIENCE: Numerous examples of feedback from changes to one part of an Earth system causing changes in other systems are presented within the text. These include mass movements on slopes as a reaction to increases in water or removal of vegetation in Triggers of Mass Movements on SE/TE: 144-145, shaping of shorelines in response to waves in Shoreline Processes and Features on SE/TE: 461-467, and feedback mechanisms between oceans and weather in El Niño and La Niña on SE/TE: 546-547. Students construct evidence-based claims about changes caused by feedback in mass movements in Section 5.3 Assessment #2 and Writing in Science, SE/TE: 147. Students demonstrate topic knowledge in shoreline features in Section 16.3 Assessment #1-2, and 4-5 on SE/TE: 467. Students construct evidence-based claims about feedback in El Niño and La Niña events in Reading Checkpoint on SE/TE: 547, Section 19.3 Assessment #3-4, and Writing in Science on SE/TE: 548.


Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. • Construct and revise explanations and


SE/TE: 147, Section 5.3 Assessment #2 467, Section 16.3 Assessment #1-2, and 4-5 547, Reading Checkpoint 548, Section 19.3 Assessment #3-4 and Writing in Science

ESS2.A: Earth Materials and Systems • Earth’s systems interact over a wide

range of temporal and spatial scales and continually react to changing influences, including those from human activities. Components of Earth’s systems may appear stable, change slowly over long periods of time, or change abruptly. Changes in part of one system can cause dynamic feedbacks that can increase or decrease the original changes, further changing that system or other systems in ways that are often surprising and complex.

SE/TE: 144-145, Triggers of Mass Movements 461-467, Shoreline Processes and Features 546-547, El Niño and La Niña TE Only: 546, Relate Cause and Effect Lab: 101-106, Investigation 17: Shoreline Features

Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. SE/TE: 461-467, Shoreline Processes and Features 546-547, El Niño and La Niña TE Only: 546, Relate Cause and Effect Lab: 101-106, Investigation 17: Shoreline Features




HS.ESS.ES.f. Earth's Systems Students who demonstrate understanding can: f. Use mathematical expressions of phenomena to simulate how temperature, relative humidity, air pressure,

and the dew point vary from the windward to the leeward side of a mountain range. [Clarification Statement: The phenomena include latent heat, adiabatic heating/cooling, absolute/relative humidity, and dew point.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Students obtain information about the differences in weather and climate data on the windward and leeward side of mountains in Orographic Lifting on SE/TE: 512. In Topography and in Figure 4 on SE/TE: 590, students learn about the amount of precipitation that falls over an area.


Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. • Use mathematical expressions to

represent phenomena or design solutions in order to solve algebraically for desired quantities.

ESS2.A: Earth Materials and Systems • Weather is driven by interactions of the

geosphere, hydrosphere, and atmosphere.

SE/TE: 512, Orographic Lifting 590, Topography 590, Figures 4: Rain Shadow Effect 591, Assessment #8





HS.ESS.ES.g. Earth's Systems Students who demonstrate understanding can: g. Use models to analyze data to make claims about how energy from the sun is redistributed throughout the

atmosphere. [Clarification Statement: Unequal heating of the atmosphere results in high and low pressure systems; air moves from areas of high pressure to low pressure; clockwise and counter-clockwise atmospheric circulations develop in response to Earth’s rotation (the Coriolis Effect).] EARTH SCIENCE: The distribution of energy from the sun is explored in What Happens to Solar Radiation? on SE/TE: 486-487. Students learn about the Coriolis Effect on SE/TE: 535. On SE/TE: 543-544, they obtain information about the roles in distribution of energy by local winds. Winds associated with high and low pressure areas are covered in Stability on SE/TE: 514-515, Highs and Lows on SE/TE: 537-539, and global winds on SE/TE: 543-544. Students use the model of layers in the atmosphere and analyze data about temperature to explain the redistribution of energy from the sun in Investigation 17A: Determining How Temperature Changes with Altitude on Lab: 107-110. Students construct a model of the greenhouse effect and collect and analyze data the model to explain the distribution of energy from the sun in Investigation 21: Modeling the Greenhouse Effect on Lab: 137-140.




SE/TE: 486, Figure 12: Solar Radiation 486, Figure 13: Reflection vs. Scattering 535, Figure 4: The Coriolis Effect 538, Figure 7 539, Figure 8 540, Figure 9: Circulation on a Non-Rotating Earth 541, Figure 10: Circulation on a Rotating Earth 543, Figure 12, Sea Breeze 544, Figure 13, Land Breeze 544, Figure 14, Valley Breeze TE Only: 534, Use Visuals 590, Use Visuals: Figure 4 Lab: 215, Exploration Lab: Observing Wind Patterns

ESS2.A: Earth Materials and Systems • Weather is driven by interactions of the

geosphere, hydrosphere, and atmosphere.

SE/TE: 486-487, What Happens to Solar Radiation? 514-515, Stability 535, Coriolis Effect 537-549, Highs and Lows 540-542, Global Winds 543-544. Local Winds 550-551, Observing Wind Patterns TE Only: 535, Integrate Physics: Gas Laws 535, Facts and Figures 539, Facts and Figures Lab: 107-110, Investigation 17A: Determining How Temperature Changes with Altitude 111-114, Investigation 17B: Investigating Factors That Control Temperature 119-122, Analyzing Pressure Systems 137-140, Investigation 21: Modeling the Greenhouse Effect

Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. TE Only: 541, Address Misconceptions




HS.ESS.CC.a. Climate Change Students who demonstrate understanding can: a. Evaluate and communicate the climate changes that can occur when certain components of the climate

system are altered. [Clarification Statement: For example, evaluate variations in incoming solar radiation as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems.] EARTH SCIENCE: Climate change that comes about because of changes in components of the climate system are explored in Natural Processes That Change Climate on SE/TE: 600-601 and in Human Impact of Climate Changes on SE/TE: 602-603. Students evaluate and communicate about the changes in Section 21.3 Assessment #1, 2-5 on SE/TE: 603. Students analyze data relating to climate and weather change in Exploration Lab: Human Impacts on Climate and Weather on SE/TE: 606-607. Students evaluate and communicate about the changes in Chapter 23 Assessment #17-20 on SE/TE: 609.


Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9–12 builds on 6–8 and progresses to evaluate the validity and reliability of the claims, methods, and designs. • Critically read scientific literature

adapted for classroom use to identify key ideas and major points and to evaluate the validity and reliability of the claims, methods, and designs.

SE/TE: 480, Figure 6 486, Figure 12: Solar Radiation 589, Figure 2: Earth’s Major Climate Zones A and B TE Only: 480, Use Visuals: Figure 6 486, Use Visuals: Figure 12 596, Teacher Demo: Modeling Humid Climates

ESS2.D: Weather and Climate • The foundation for Earth’s global climate

systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. Climate change can occur when certain parts of these systems are altered.

SE/TE: 384, Quaternary Earth, Figure 26 475, Inquiry Activity: Modeling the Angle of the Sun 481-482, Earth-Sun Relationships 481, Figure 7: Tilt of Earth’s Axis 486-487, What Happens to Solar Radiation? 486, Figure 12: Solar Radiation 486, Figure 13: Reflection vs. Scattering 487, Q & A 589, Latitude 600-601, Natural Processes That Change Climate 602, Greenhouse Effect 606-607, Exploration Lab: Human Impacts on Climate and Weather TE Only: 384, Facts and Figures 486, Facts and Figures 487, Address Misconceptions 589, Teacher Demo: Heating and Angles 600, Address Misconceptions 601, Teacher Demo: Earth’s

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. SE/TE: 384, Quaternary Earth, Figure 26 481-482, Earth-Sun Relationships 481, Figure 7: Tilt of Earth’s Axis TE Only: 481, Teacher Demo: Earth-Sun Relationship 675, Use Visuals: Electromagnetic Radiation Lab: 590, Quick Lab: Observing How land and Water Absorb and Release Energy




Motions and Climate 602, Facts and Figures Lab: 107-110, Investigation 17A: Determining How Temperature Changes with Altitude 111-114, Investigation 17B: Investigating Factors That control Temperature 219-222, Human Impact on Climate and Weather




HS.ESS.CC.b. Climate Change Students who demonstrate understanding can: b. Construct a scientific argument showing that changes to any one of many different Earth and Solar System

processes can affect global and regional climates. [Clarification Statement: Examples of these processes include the sun’s energy output, Earth’s orbit and axis orientation, tectonic events, ocean circulation, volcanic activity, glacial activity, the biosphere, and human activities.] [Assessment Boundary: Use evidence from the geologic record only.] EARTH SCIENCE: The effects of changes in Earth and Solar System processes on climate are discussed in Natural Processes That Change Climate on SE/TE: 600-601. Effects due to changes in the sun’s energy output are presented in Solar Activity on SE/TE: 601. Students learn about effects due to Earth’s orbit and axis in Earth’s Orbital Motions on SE/TE: 601 and in Quaternary on SE/TE: 384. Effects due to tectonic events are discussed in Plate Tectonics on SE/TE: 600, in Permian Earth on SE/TE: 375, and Jurassic Earth on SE/TE: 379. Students obtain information about oceanic currents effects in Ocean Circulation on SE/TE: 601 and in El Niño and La Niña on SE/TE: 546-547. Effects due to volcanic activity are discussed in Facts and Figures: Volcanism and Short-Term Climate Change on TE: 283, Volcanic Eruptions on SE/TE: 601, and in Cretaceous Extinction on SE/TE: 381. On SE/TE: 602-603, effects due to human activity are presented in Human Impact of Climate Change. Students construct an argument to explain how changes in air pressure can change the weather in a region in Section 19.3 Assessment #6 on SE/TE: 548. They predict and synthesize knowledge to respond to global warming assessment #5 and 6 on SE/TE: 603.


Engaging in Argument from Evidence Engaging in argument from evidence in 9–12 builds from K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world. Arguments may also come from current scientific or historical episodes in science. • Evaluate the claims, evidence, and

reasoning of currently accepted explanations or solutions as a basis for the merits of the arguments.

SE/TE: 548, Section 19.3 Assessment 603, Section 21.3 Assessment

ESS2.D: Weather and Climate • The geological record shows that

changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles

SE/TE: 375, Permian Earth 379, Jurassic Earth 381, Cretaceous Extinction 384, Quaternary Earth, Figure 26 546-547, El Niño and La Niña 600-601, Natural Processes That Change Climate 602-603, Human Impact of Climate Change TE Only: 283, Facts and Figures: Volcanism and Short-Term Climate Change 384, Integrate Astronomy: Earth’s Movements

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. SE/TE: 384, Quaternary Earth 384, Figure 26 546-547, El Niño and La Niña




546, Facts and Figures 547, Integrate Physics: Thermal Energy Transfer 547, Facts and Figures 601, Teacher Demo: Earth’s Motions of Climate • Geologic evidence indicates that past

climate changes were either sudden changes caused by alterations in the atmosphere; longer-term changes (e.g., ice ages) due to variations in solar output, Earth’s orbit, or the orientation of its axis; or even more graduate atmospheric changes due to plants and other organisms that captured carbon dioxide and released oxygen. The time scales of these changes varied from a few to millions of years. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate (link to ESS3.D).

SE/TE: 365, The Atmosphere Evolves 375, Permian Earth 379, Jurassic Earth 384, Quaternary Earth 384, Figure 26 600-601, Natural Processes That Change Climate TE Only: 384, Integrate Astronomy: Earth’s Movements 546, Facts and Figures 547, Integrate Physics: Thermal Energy Transfer 547, Facts and Figures 601, Teacher Demo: Earth’s Motions and Climate




HS.ESS.CC.c. Climate Change Students who demonstrate understanding can: c. Analyze geologic evidence that past climate changes have occurred over a wide range of time scales.

[Clarification Statement: Examples of evidence are ice core data, the fossil record, sea level fluctuations, glacial features.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Causes of climate change are presented in Natural Processes That Change Climate on SE/TE: 600-601. Students learn about effects due to tectonic events in Plate Tectonics on SE/TE: 600, in Permian Earth on SE/TE: 375, and in Jurassic Earth on SE/TE: 379. Effects due to volcanic activity are explored in Volcanic Eruptions on SE/TE: 601 and in Cretaceous Extinction on SE/TE: 381.


Analyzing and Interpreting Data Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. • Use tools, technologies, and/or models



changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.

SE/TE: 375, Permian Earth 379, Jurassic Earth 381, Cretaceous Extinction 384, Quaternary Earth, Figure 26 600-601, Natural Processes That Change Climate • Geologic evidence indicates that past


SE/TE: 375, Permian Earth 379, Jurassic Earth 384, Quaternary Earth, Figure 26

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. SE/TE: 384, Quaternary Earth 384, Figure 26




HS.ESS.CC.d. Climate Change Students who demonstrate understanding can: d. Engage in critical reading of scientific literature about causes of climate change over 10s-100s of years,

10s-100s of thousands of years, or 10s-100s of millions of years. [Clarification Statement: Examples of causes are changes in solar output, ocean circulation, volcanic activity (10s-100s of years); changes to Earth’s orbit and the orientation of its axis (10s-100s of thousands of years); or long-term changes in atmospheric composition (10s-100s of millions of years).] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Short term effects due to changes in the sun’s energy output are presented in Solar Activity on SE/TE: 601 and Earth as a System: Solar Activity and Climatic Change on SE/TE: 691. Students learn about effects of oceanic currents in Ocean Circulation on SE/TE: 601 and in El Niño and La Niña on SE/TE: 546-547. Effects due to volcanic activity are explored in Volcanic Eruptions on SE/TE: 601. Medium term effects due to Earth’s orbit and axis are presented in Earth’s Orbital Motions on SE/TE: 601 and in Quaternary Earth on SE/TE: 384. Long term effects due to changes in the composition of the atmosphere are explored in The Atmosphere Evolves on SE/TE: 375. Students obtain information about effects due to tectonic events in Plate Tectonics on SE/TE: 600, in Permian Earth on SE/TE: 375, and Jurassic Earth on SE/TE: 379.


Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9–12 builds on 6–8 and progresses to evaluate the validity and reliability of the claims, methods, and designs. • Critically read scientific literature

adapted for classroom use to identify key ideas and major points and to evaluate the validity and reliability of the claims, methods, and designs.


changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.

SE/TE: 375, Permian Earth 379, Jurassic Earth 381, Cretaceous Extinction 384, Quaternary Earth 384, Figure 26 546-547, El Niño and La Niña 600-601, Natural Processes That Change Climate 691, Earth as a System: Solar Activity and Climatic Change TE Only: 384, Integrate Astronomy: Earth’s Movements 546, Facts and Figures

Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability. SE/TE: 384, Quaternary Earth 384, Figure 26 546-547, El Niño and La Niña




547, Integrate Physics: Thermal Energy Transfer 547, Facts and Figures 601, Teacher Demo: Earth’s Motions of Climate Topography • Geologic evidence indicates that past


SE/TE: 365, The Atmosphere Evolves 375, Permian Earth 379, Jurassic Earth 384, Quaternary Earth 384, Figure 26 600-601, Natural Processes That Change Climate TE Only: 384, Integrate Astronomy: Earth’s Movements 546, Facts and Figures 547, Integrate Physics: Thermal Energy Transfer 547, Facts and Figures 601, Teacher Demo: Earth’s Motions and Climate 691, Earth as a System: Solar Activity and Climatic Change




HS.ESS.CC.e. Climate Change Students who demonstrate understanding can: e. Use global climate models in combination with other geologic data to predict and explain how human

activities and natural phenomena affect climate, providing the scientific basis for planning for humanity's future needs. [Clarification Statement: For example, use global climate models together with topographic maps to investigate effects of sea level change or combine global climate models with precipitation maps to investigate locations where new water supplies will be needed.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Natural causes of climate change are presented in Natural Processes That Change Climate on SE/TE: 600-601. Students obtain information about the impact of human activities on climate in Human Impact on Climate Changes on SE/TE: 602-603.




SE/TE: 603, Lesson 21.3 Assessment, #2-3 TE Only: 601, Earth’s Motions and Climate Lab: 137, Investigation 21: Modeling the Greenhouse Effect

ESS2.D: Weather and Climate • Global climate models are often used to

understand the process of climate change because these changes are complex and can occur slowly over Earth’s history. Global climate models incorporate scientists’ best knowledge of the physical and chemical processes and of the interactions of relevant systems. They are tested by their ability to fit past climate variations.

SE/TE: 600-601, Natural Processes That Change Climate 602-603, Human Impact on Climate Changes 606-607, Exploration Lab: Human Impact on Climate and Weather TE Only: 602, Address Misconceptions Lab: 137, Investigation 21: Modeling the Greenhouse Effect

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects. SE/TE: 600-601, Natural Processes That Change Climate 602-603, Human Impact on Climate Changes TE Only: 602, Address Misconceptions 602, Facts and Figures




HS.ESS.CC.f. Climate Change Students who demonstrate understanding can: f. Apply scientific knowledge to investigate how humans may predict and modify their impacts on future

global climate systems (e.g., investigating the feasibility of geoengineering design solutions to global temperature changes). EARTH SCIENCE: The focus of this program is to provide students with an awareness and appreciation of the important interdependences and processes among Earth’s spheres. This expectation falls outside of the program scope and sequence.


Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. • Apply scientific reasoning, theory, and

models to link evidence to claims and show why the data are adequate for the explanation or conclusion.

ESS2.D: Weather and Climate • Current models predict that, although

future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. Hence the outcomes depend on human behaviors (link to ESS3.D) as well as on natural factors that involve complex feedbacks among Earth’s systems (link to ESS3.A).

Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems, such as agriculture, health, water, energy, transportation, manufacturing, construction, and communications. Engineers continuously modify these systems to increase benefits while decreasing costs and risks. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.




HS.ESS.CC.g. Climate Change Students who demonstrate understanding can: g. Use models of the flow of energy between the sun and Earth’s atmosphere and surface to explain how

different wavelengths of energy are absorbed and retained by various greenhouse gases in Earth’s atmosphere, thereby affecting Earth’s radiative balance. [Clarification Statement: Students will work with absorption spectra of different Earth materials.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Absorption and reflection of light are presented in What Happens to Solar Radiation? on SE/TE: 486-487. Students learn about human impact on climate changes in the Greenhouse Effect on SE/TE: 602.




Lab: 137, Investigation 21: Modeling the Greenhouse Effect

ESS3.D: Global Climate Change • Though the magnitudes of human

impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

SE/TE: 602-603, Human Impact on Climate Changes 606-607, Exploration Lab: Human Impact on Climate and Weather TE Only: 602, Address Misconceptions Lab: 137, Investigation 21: Modeling the Greenhouse Effect • Thus science and engineering will be

essential both to understanding the possible impacts of global climate change and to informing decisions about how to slow its rate and consequences–for humanity as well as for the rest of the planet.

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects. SE/TE: 486-487, What Happens to Solar Radiation? TE Only: 486, Facts and Figures 487, Address Misconceptions




HS.ESS-HS.a. Human Sustainability Students who demonstrate understanding can: a. Construct arguments for how the developments of human societies have been influenced by natural

resource availability including: locations of streams, deltas, and high concentrations of minerals, ores, coal, and hydrocarbons. EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Chapter 6, SE/TE: 156, Running Water and Groundwater, explores how clean water and its source affects a community. In People and the Environment, SE/TE: 180, the Ogallala Aquifer is presented as an example of how water impacts a region.


Engaging in Argument from Evidence Engaging in argument from evidence in 9–12 builds from K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world. Arguments may also come from current scientific or historical episodes in science. • Evaluate the claims, evidence, and

reasoning of currently accepted explanations or solutions as a basis for the merits of the arguments.

SE/TE: 157, Inquiry Activity 169, Q & A 180, People and the Environment TE Only: 144, Teacher Demo 167, Integrate Language Arts 167, Build Science Skills 168, Use Visuals 169, Address Misconceptions

ESS3.A: Natural Resources • Resource availability has guided the

development of human society. Resource availability affects geopolitical relationships and can limit development.

SE/TE: 143, Q & A, Figure 19 166, Map Master Skills Activity 167, Figure 10 168, Figure 11 168, Figure 12: Map Master Skills Activity 180, People and the Environment TE Only: 166, Teacher Demo: Deposition 168, Build Science Skills

Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World Modern civilization depends on major technological systems, such as agriculture, health, water, energy, transportation, manufacturing, construction, and communications. Engineers continuously modify these systems to increase benefits while decreasing costs and risks. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. SE/TE: 144, Figure 20 168, Figure 12: Map Master Skills Activity TE Only: 168, Build Science Skills Lab: 53, Investigation 6A: Rivers Shape the Land




HS.ESS-HS.b. Human Sustainability Students who demonstrate understanding can: b. Reflect on and revise design solutions for local resource development that would increase the ratio of

benefits to costs and risks to the community and its environment. [Clarification Statement: Examples of local resource development include soil use for agriculture, water use, mining for coal and minerals, pumping for oil and natural gas.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced.


Engaging in Argument from Evidence Engaging in argument from evidence in 9–12 builds from K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world. Arguments may also come from current scientific or historical episodes in science. • Criticize and evaluate arguments and

design solutions in light of new evidence, limitations (e.g., trade-offs), constraints, and ethical issues.

TE Only: 95, Integrate Economics 95, Build Reading Literacy

ESS3.A: Natural Resources • All forms of energy production and other

resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.

SE/TE: 94, Reading Focus 94, Figure 1 95, Map Master Skills Activity 410, Reading Focus 410, Figure 13 TE Only: 94, Use Visuals 95, Integrate Economics Lab: 171, Application Lab: Finding the Product that Best Conserves Resources

Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World Modern civilization depends on major technological systems, such as agriculture, health, water, energy, transportation, manufacturing, construction, and communications. Engineers continuously modify these systems to increase benefits while decreasing costs and risks. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. SE/TE: 410, Figure 13 TE Only: 95, Customize for Inclusion Students




HS.ESS-HS.c. Human Sustainability Students who demonstrate understanding can: c. Construct scientific claims for how increases in the value of water, mineral, and fossil fuel resources due to

increases in population and rates of consumption have sometimes led to the development of new technologies to retrieve resources previously thought to be economically or technologically unattainable. EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. The value of natural resources in relation to population or consumption growth is introduced to students in the Energy and Mineral Sources section on SE/TE: 94. Students predict the growth of alternate fuel resources on SE/TE: 107, Assessment, # 5. They explain an energy concept, tidal power, in Writing in Science, SE/TE: 107.

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science

Education: Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories. • Construct and revise explanations and


ESS3.A: Natural Resources • As the global human population

increases and people’s demands for better living conditions increase, resources considered readily available in the past, such as land for agriculture or drinkable water, are becoming scarcer and more valued.

SE/TE: 94, Renewable and Nonrenewable Resources 107, Assessment, #5

Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. SE/TE: 94, Renewable and Nonrenewable Resources




HS.ESS-HS.d. Human Sustainability Students who demonstrate understanding can: d. Construct scientific arguments from evidence to support claims that natural hazards and other geologic

events have influenced the course of human history. [Clarification Statement: Famines that result from reduced global temperatures can follow large historic volcanic eruptions. Large earthquakes and tsunamis can destroy cities, and there is a strong correlation between historic climate changes and the number of wars.] EARTH SCIENCE: The focus of this program is to provide students with an awareness and appreciation of the important interdependences and processes among Earth’s spheres. This expectation falls outside of the program scope and sequence.




ESS3.B: Natural Hazards • Natural hazards and other geologic

events have shaped the course of human history by destroying buildings and cities, eroding land, changing the courses of rivers, and reducing the amount of arable land. These events have significantly altered the sizes of human populations and have driven human migrations.

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects.




HS.ESS-HS.e. Human Sustainability Students who demonstrate understanding can: e. Construct scientific claims about the impacts of human activities on the frequency and intensity of some

natural hazards. [Clarification Statement: Natural hazards to include floods, droughts, forest fires, landslides, etc.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced. Students learn about the impact of human activities and natural disasters in various lessons: Rates of Erosion, SE/TE: 141; Oversteepened Slopes, SE/TE: 144; Removal of Vegetation, SE/TE: 145; Floods and Flood Control, SE/TE: 168-169; and Global Warming on SE/TE: 602-603.




SE/TE: 546-547, Figure 16, 17: El Niño 549, Understanding Earth: Tracking El Niño from Space TE Only: 170, Lesson Assessment: #5 543, Use Visuals 603, Reteach 603, Figure 17: Global Warming Lab: 215, Exploration Lab: Observing Wind Patterns

ESS3.B: Natural Hazards • Natural hazards can be local, regional,

or global in origin, and their risks increase as populations grow. Human activities can contribute to the frequency and intensity of some natural hazards.

SE/TE: 110, Figure 19: Vehicle Emisiones 111, Figure 20: Surface Mining 130, Figure 7: Acid Precipitation 140, Figure 16: Clearing A Tropical Rain Forest 141, Rates of Erosion, Figure 18 Gullies 144, Oversteepened Slopes 145, Removal of Vegetation 168-169, Floods and Flood Control 523, People and the Environment Figure 16: Air Pollution in Downtown Los Angeles 523, Figure 17: General Temperature Profile for a Surface Inversion 602-603, Global Warming TE Only: 166, Facts and Figures 602, Address Misconceptions 602, Use Visuals: Figure 16 602, Facts and Figures Lab: 219, Exploration Lab: Human Impact on Climate and Weather

Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World Modern civilization depends on major technological systems, such as agriculture, health, water, energy, transportation, manufacturing, construction, and communications. Engineers continuously modify these systems to increase benefits while decreasing costs and risks. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology. SE/TE: 168, Map Master Skills Activity TE Only: 169, Address Misconceptions




HS.ESS-HS.f. Human Sustainability Students who demonstrate understanding can: f. Identify mathematical relationships using data on the rates of production and consumption of natural

resources in order to assess the global sustainability of human society. [Assessment Boundary: Students construct equations for linear relationships, but not expected to construct equations for non-linear relationships.] EARTH SCIENCE: The focus of this program is to provide students with an awareness and appreciation of the important interdependences and processes among Earth’s spheres. This expectation falls outside of the program scope and sequence.


Education: Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Students also use and create simple computational simulations based on mathematical models of basic assumptions. • Use mathematical expressions to

represent phenomena or design solutions in order to solve algebraically for desired quantities.

ESS3.C: Human Impacts on Earth Systems • The sustainability of human societies

and the biodiversity that supports them requires responsible management of natural resources.

Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World Modern civilization depends on major technological systems, such as agriculture, health, water, energy, transportation, manufacturing, construction, and communications. Engineers continuously modify these systems to increase benefits while decreasing costs and risks. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.




HS.ESS-HS.g. Human Sustainability Students who demonstrate understanding can: g. Construct arguments about how engineering solutions have been and could be designed and implemented

to mitigate local or global environmental impacts. [Clarification Statement: Environmental impacts to include acid rain, water pollution, the ozone hole, etc.] EARTH SCIENCE: The citations below indicate areas in Earth Science where this idea is introduced.




SE/TE: Related Content 495, How the Earth Works: Ozone Hole Lab: Related Content 137, Investigation 21: Modeling the Greenhouse Effect

ESS3.C: Human Impacts on Earth Systems • Scientists and engineers can make

major contributions–for example, by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. When the source of an environmental problem is understood and international agreement can be reached, human activities can be regulated to mitigate global impacts (e.g., acid rain and the ozone hole over Antarctica).

SE/TE: Related Content 114, Table 3: How can you prevent water pollution? 114, Figure 23: air Sampler 130, Figure 7: Acid Precipitation 523, Figure 16: Air Pollution in Downtown Los Angeles 602, Figure 16: Change in CO2 Levels

Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World Modern civilization depends on major technological systems, such as agriculture, health, water, energy, transportation, manufacturing, construction, and communications. Engineers continuously modify these systems to increase benefits while decreasing costs and risks. New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.




HS.ESS-HS.h. Human Sustainability Students who demonstrate understanding can: h. Use results from computational General Circulation Models (GCMs) to investigate how the hydrosphere,

atmosphere, geosphere, and biosphere are being modified in response to human activities. The focus of this program is to provide students with an awareness and appreciation of the important interdependences and processes among Earth’s spheres. This expectation falls outside of the program scope and sequence.


Education: Analyzing and Interpreting Data Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. • Use tools, technologies, and/or models


ESS3.C: Human Impacts on Earth Systems • Through computer simulations and other

studies, important discoveries are still being made about how the ocean, atmosphere, and biosphere interact and are modified in response to human activities and changes in human activities.

Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect. Changes in systems may have various causes that may not have equal effects.

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