earth science power stndards

8/3/2019 Earth Science Power Stndards

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OAISD Earth Science Power Expectations

(May 25, 2009)

Ottawa Area Intermediate School District May 25, 2009Secondary Redesign Network


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1) Standard E2: Earth Systems

Content Statement E2.1: Earth Systems OverviewHSCE Original Language ELAR Code &

OAISD Assessable Language

E2.1A Explain why the Earth isessentially a closed system interms of matter. (Course Theme)

1) Explain why gravity causesthe earth to be a closed systemin terms of solids, liquids, andgases.2) Explain the concept of closedsystems.

E2.1B Analyze the interactionsbetween the major systems(geosphere, atmosphere,hydrosphere, biosphere) that

make up the Earth. (CourseTheme)

1) Analyze how energy transferhappens between the majorsystems (geosphere,atmosphere, hydrosphere and

biosphere) that make up theEarth.

2) Analyze how the movement ofmatter happens within the Majorsystems (geosphere,atmosphere, hydrosphere andbiosphere) that make up theEarth.

E2.1C Explain, using specific examples,how a change in one systemaffects other Earth systems.(Course Theme)

1) Using examples (natural,catastrophic, and man-made)explain how a change in onesystem affects other Earthsystems.

Content Statement E2.2: Energy in Earth SystemsHSCE Original Language ELAR Code &

OAISD Assessable LanguageE2.2A Describe the Earth's principal

sources of internal and external

energy (e.g., radioactive decay,gravity, solar energy).

1) Describe the internal sources ofenergy on Earth to include

radioactive decay and gravity.2) Describe the external sources of

energy on Earth to include solarenergy and extraterrestrialimpacts.

Content Statement E2.3: Biogeochemical CyclesHSCE Original Language ELAR Code &




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E2.3A Explain how carbon exists indifferent forms such as limestone(rock), carbon dioxide (gas),carbonic acid (water), andanimals (life) within Earth

systems and how those formscan be beneficial or harmful tohumans.

1) Explain how carbon exists inEarth systems as different forms{limestone (rock), carbon dioxide(gas), carbonic acid (water),animals (life)}.

2) Explain how different forms ofcarbon can be beneficial tohumans.

3) Explain how different forms ofcarbon can be harmful tohumans.

Content Statement E2.4: Resources and Human Impacts onEarth SystemsHSCE Original Language ELAR Code &

OAISD Assessable LanguageE2.4A Describe renewable and

nonrenewable sources of energyfor human consumption(electricity, fuels), compare theireffects on the environment, andinclude overall costs andbenefits.

1) Describe renewable sources ofenergy acceptable for humanconsumption (electricity, fuels).2) Describe nonrenewablesources of energy for humanconsumption (electricity, fuels).3) Compare the advantages anddisadvantages of usingrenewable sources of energy onthe environment.

4) Compare the advantages anddisadvantages of using non-renewable sources of energy onthe environment.5) Compare the environmentalcosts and benefits of usingrenewable and nonrenewableenergy sources.

E2.4B E2.4B Explain how the impact

of human activities on theenvironment (e.g., deforestation,

air pollution, coral reef

destruction) can be understood

through the analysis of

interactions between the four

Earth systems. Course Theme)

1) Explain how human activitiesaffect the environment.

2) Explain how the affects of humanactivities are evident in all fourEarth systems (Biosphere,Lithosphere, Atmosphere,Hydrosphere)

E2.4c Explain ozone depletion in the 1) Explain the process of ozonedepletion within the stratosphere.



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stratosphere and methods to

slow human activities to reduce

ozone depletion.

2) Explain methods to reducehuman activities that contributeto ozone depletion.



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Standard E3: The Solid Earth

Content Statement E3.1: Advanced Rock CycleHSCE Original Language ELAR Code &


E3.1A Discriminate between igneous,metamorphic, and sedimentaryrocks and describe the processesthat change one kind of rock intoanother.

1) Determine if a rock sample isigneous.

2) Determine if a rock sample ismetamorphic

3) Determine if a rock sample issedimentary.

4) Describe the rock process thatchanges a rock type into anigneous rock.

5) Describe the rock process thatchanges a rock type into ametamorphic rock.

6) Describe the rock process thatchanges a rock type intosedimentary rock.

E3.1c Explain how the size and shape

of grains in a sedimentary rock

indicate the environment of

formation (including climate) and

deposition.

1) Describe how the movement ofsediment affects the grain sizeand shape of sedimentary rock.

2) Describe how the length of timesediment travels affects the grainsize and shape of sedimentaryrock.

E3.1d Explain how the crystal sizes of

igneous rocks indicate the rate of

cooling and whether the rock is

extrusive or intrusive.

1) Explain the effect of cooling rateon crystal size of intrusiveigneous rock.

2) Explain the effect of cooling rateon crystal size of extrusiveigneous rock.

3) Explain why the cooling rate forextrusive and intrusive igneous

rocks is different.

E3.1e Explain how the texture (foliated,

nonfoliated) of metamorphic rock

can indicate whether it has

experienced regional or contact

metamorphism.

1) Explain the impact of pressure onthe foliation of metamorphicrock.

2) Explain the impact of heat on thefoliation of metamorphic rock.

3) Describe the difference betweenfoliated and non-foliatedmetamorphic rock.



6/18Ottawa Area Intermediate School District May 25, 2009Secondary Redesign Network


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Content Statement E3.2 Interior of the Earth

HSCE Original Language ELAR Code &

OAISD Assessable LanguageE3.2A Describe the interior of the Earth

(in terms of crust, mantle, andinner and outer cores) and wherethe magnetic field of the Earth isgenerated.

1) Describe the composition of the

crust.2) Describe the composition of the

mantle.3) Describe the composition of the

outer core.4) Describe the composition of the

inner core.5) Describe the relative size of the

crust, mantle, outer core, andinner core.

6) Describe the layer of Earth which

is responsible for Earthsmagnetic field.

E3.2B Explain how scientists infer that

the Earth has interior layers with

discernable properties using

patterns of primary (P) and

secondary (S) seismic wave

arrivals.

1) Describe how and why the travelspeed of seismic waves isaffected by density.

2) Describe how and why the travelspeed of seismic waves isaffected by state of matter.

3) Describe the movement of P-waves through the Earth.

4) Describe the movement of S-waves through the Earth.

E3.3C Describe the differences

between oceanic and continental

crust (including density, age,

composition).

1) Describe oceanic crust in termsof density.

2) Describe oceanic crust in termsof age.

3) Describe oceanic crust in termsof composition.

4) Describe the continental crust interms of density.

5) Describe the continental crust interms of age.

6) Describe the continental crust interms of composition.

7) Compare and contrast oceanicand continental crust in terms ofdensity, age, and composition.



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Content Statement E3.3 Plate Tectonics Theory


OAISD Assessable LanguageE3.3A Explain how plate tectonics accounts for

the features and processes (sea floor

spreading, mid-ocean ridges, subduction

zones, earthquakes and volcanoes,

mountain ranges) that occur on or near

the Earth's surface.

1) Using the theory of platetectonics, explain processes thatoccur at convergent plateboundaries.

2) Using the theory of platetectonics, explain processes thatoccur at divergent plateboundaries.

3) Using the theory of platetectonics, explain processes thatoccur at transform plateboundaries.

4) Describe features of the Earththat occur at convergent plateboundaries.

5) Describe features of the Earththat occur at divergent plateboundaries

6) Describe features of the Earth

that occur at transform plateboundaries7) Explain the process of

subduction.

E3.3B Explain why tectonic plates move

using the concept of heat flowing

through mantle convection,

coupled with the cooling and

sinking of aging ocean plates

that result from their increaseddensity.

1) Explain the process of convectionin the mantle.

2) Explain the effect of convectionin the mantle.

3) Explain how density affects themotion of tectonic plates.

E3.3C Describe the motion history of

geologic features (e.g., plates,

Hawaii) using equations relating

rate, time, and distance.

1) Describe the direction of tectonicplate motion over a given periodof time.

2) Calculate the rate of motion oftectonic features in cm/year.

Content Statement E3.4 Earthquakes and Volcanoes



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OAISD Assessable LanguageE3.4A Use the distribution of

earthquakes and volcanoes tolocate and determine the types

of plate boundaries.

1) Use earthquake and volcano datato plot boundary locations on a map.2) Use patterns of earthquake and

volcanoes to determine if aboundary is convergent, divergent,or transform.

E3.4B Describe how the sizes of

earthquakes and volcanoes are

measured or characterized.

1) Describe how the size of anearthquake is measured in termsof intensity.

2) Describe how the size of anearthquake is measured in termsof magnitude.

3) Describe the scale forearthquakes used by scientists tomeasure intensity.

4) Describe the scale forearthquakes used by scientists tomeasure magnitude.

5) Describe the relative size ofvolcanic eruptions in terms ofenergy.

E3.4C Describe the effects of earthquakes and

volcanic eruptions on humans.

1) Describe the effects of

catastrophic earthquake eventson humans.

2) Describe the effects ofcatastrophic volcanic eruptionson humans.

E3.4d Explain how the chemical composition ofmagmas relates to plate tectonics and

affects the geometry, structure, and

explosivity of volcanoes.

1) Explain how the chemicalcomposition of magma impactsplate tectonics.

2) Explain how the chemicalcomposition of magma affectsthe geometry, structure, and

explosivity of volcanoes.

E3.4e Explain how volcanoes change theatmosphere, hydrosphere, and other

Earth systems.

1) Explain how volcanoes change

the atmosphere, hydrosphere,

lithosphere and biosphere.

E3.4f Explain why fences are offset after anearthquake, using the elastic rebound

theory.

1) Explain earthquakes, using the

elastic rebound theory.



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Standard E4: The Fluid Earth

Content Statement E4.1: HydrogeologyHSCE Original Language ELAR Code &


E4.1A Compare and contrast surfacewater systems (lakes, rivers,streams, wetlands) andgroundwater in regard to theirrelative sizes as Earth'sfreshwater reservoirs and thedynamics of water movement(inputs and outputs, residencetimes, sustainability).

1) Compare and contrast surfacefresh water systems to groundwater with regards to relativesize, water movement, input andoutput, residence time and/orsustainability.

E4.1B Explain the features and

processes of groundwater

systems and how the

sustainability of North American

aquifers has changed in recent

history (e.g., the past 100 years)

qualitatively using the concepts

of recharge, residence time,

inputs, and outputs.

1) Describe ground water systemsusing the concepts of recharge,residence times, inputs andoutputs.

2) Explain how groundwater use haschanged over time.

3) Reflect on the sustainability ofNorth American groundwater usepatterns.

E4.1C Explain how water quality in both

groundwater and surface

systems is impacted by land use

decisions.

1) Explain how land use decisions(agricultural practices,urbanization, industrialization,etc.) impact surface waterquality.

2) Explain how land use decisions(agricultural practices,urbanization, industrialization,etc.) impact groundwater quality.

Content Statement E4.2 Oceans and ClimateHSCE Original Language ELAR Code &

OAISD Assessable LanguageE4.2A Describe the major causes for the

ocean's surface and deep watercurrents, including the prevailingwinds, the Coriolis effect,unequal heating of the earth,changes in water temperature

1) Explain how ocean surface anddeep water currents areinfluenced by prevailing winds.

2) Explain how ocean surface anddeep water currents areinfluenced by Coriolis effect.



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and salinity in high latitudes, andbasin shape.

3) Explain how ocean surface anddeep water currents areinfluenced by unequal heating ofthe earths surfaces.

4) Explain how ocean surface and

deep water currents areinfluenced by changes in watertemperature.

5) Explain how ocean surface anddeep water currents areinfluenced by changes in salinityin high latitudes.

6) Explain how ocean surface anddeep water currents areinfluenced by basin shape.

E4.2B Explain how interactionsbetween the oceans and the

atmosphere influence global and

regional climate. Include the

major concepts of heat transfer

by ocean currents, thermohaline

circulation, boundary currents,

evaporation, precipitation,

climatic zones, and the ocean as

a major CO2 reservoir.

1) Explain how heat transfer fromocean currents affect global andregional climate.

2) Explain how thermohalinecirculation affect global andregional climate.

3) Explain how boundary currentsaffect global and regionalclimate.

4) Explain how evaporation andprecipitation affect global and

regional climate.5) Explain how climatic zones affect

global and regional climate.

E4.2c Explain the dynamics (including

ocean-atmosphere interactions)

of the El Nio-Southern

Oscillation (ENSO) and its effect

on continental climates.

1) Explain the dynamics of a shiftfrom La Nina to the El Nio-Southern Oscillation.

2) Explain the El Nio-SouthernOscillations effect on continentalclimates.

E4.2e Explain the differences betweenmaritime and continental

climates with regard to oceanic

currents.

1) Describe the effect of oceancurrents on maritime climatezones.

2) Describe the effect of oceancurrents on continental climatezones.

E4.2f Explain how the Coriolis effect

controls oceanic circulation

related to E4.2B

1) Explain the Coriolis Effect.2) Explain how the Coriolis impacts

oceanic circulation.



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Content Statement E4.3: Severe WeatherHSCE Original Language ELAR Code &

OAISD Assessable LanguageE4.3A Describe the various conditions

of formation associated withsevere weather (thunderstorms,tornadoes, hurricanes, floods,waves, and drought).

1) Describe how thunderstorms areformed.

2) Describe how tornadoes areformed.

3) Describe how hurricanes areformed.

4) Describe how floods are formed.5) Describe how severe waves are

formed on large bodies of water.6) Describe how extreme drought

conditions are formed.

E4.3BDescribe the damage resultingfrom and the social impact of

thunderstorms, tornadoes,

hurricanes, and floods.

1) Describe possible physicaldamage resulting fromthunderstorms, tornadoes,hurricanes and/or floods.

2) Describe possible social impactto local communities fromthunderstorms, tornadoes,hurricanes, or floods.

E4.3D Describe the seasonal variations

in severe weather.

1) Describe seasonal variations insevere weather in West Michigan.

2) Describe seasonal variations insevere weather in North America.

3) Describe seasonal variations insevere weather in Northern Indiaand Central Asia.

E4.3E Describe conditions associated

with frontal boundaries that

result in severe weather

(thunderstorms, tornadoes, and

hurricanes).

1) Describe conditions associatedwith warm and cold frontalboundaries.

2) Describe the relationshipbetween frontal boundaries andthunderstorms.

3) Describe the relationshipbetween frontal boundaries andTornadoes.

4) Describe the relationshipbetween frontal boundaries andhurricanes.

E4.3F Describe how mountains, frontal 1) Explain how cloud formation isinfluenced by mountains, frontal



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wedging (including dry lines),

convection, and convergence

form clouds and precipitation.

wedging, convection, orconvergence.

2) Explain how precipitationformation is influenced bymountains, wedging, convection,

or convergence.

Standard E5: The Earth in Space and Time

Content Statement E5.1: The Earth in SpaceHSCE Original Language ELAR Code &

OAISD Assessable LanguageE5.1A Describe the position and motion

of our solar system in our galaxyand the overall scale, structure,and age of the universe.

1) Describe the position of our solarsystem in our galaxy.

2) Describe the motion of our solarsystem.

3) Describe the scale (relative size)of our universe.

4) Describe the age of our universe.5) Describe the structure of our

universe.

E5.1b Describe how the Big Bang

theory accounts for the

formation of the universe.

1) Describe the formation of the

universe using the Big Bang

theory.

E5.1c Explain how observations of the

cosmic microwave background

have helped determine the age

of the universe.

1) Explain how cosmic microwavebackground radiation isobserved.

2) Explain how cosmic microwavebackground radiation aids indetermining the approximate ageof the universe.

E5.1d Differentiate between the

cosmological and Doppler redshift.

1) Explain the cosmological redshift.

2) Explain the Doppler red shift.3) Compare and contrast the

cosmological and Doppler redshift.

Content Statement E5.2: The SunHSCE Original Language ELAR Code &




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E5.2A Identify patterns in solaractivities (sunspot cycle, solarflares, solar wind).

1) Explain the sunspot cycle.2) Explain how solar flares take

place.3) Explain the solar wind.4) Identify patterns in solar

activities like sunspot cycles,solar flares or solar winds.

E5.2B Relate events on the Sun to

phenomena such as auroras,

disruption of radio and satellite

communications, and power grid

disturbances.

1) Explain how solar eventsestablish conditions suitable forauroras.

2) Explain how solar events cannegatively impact radiocommunications.

3) Explain how solar events cannegatively impact satellite

communications.4) Explain how solar events can

negatively impact power gridsystems.

E5.2C Describe how nuclear fusion

produces energy in the Sun.

1) Describe nuclear fusion that

takes place within the Sun.

E5.2D Describe how nuclear fusion and

other processes in stars have led

to the formation of all the otherchemical elements.

1) Describe nuclear fusion thattakes place within stars.

2) Describe additional stellar

processes that result in theformation of chemical elements.



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E5.2e Explain how the Hertzsprung-

Russell (H-R) diagram can be

used to deduce other parameters

(distance).

E5.2f Explain how you can infer the

temperature, life span, and mass

of a star from its color. Use the

H-R diagram to explain the life

cycles of stars.

3) Explain how to infer thetemperature of a star based onits color.

4) Explain how to infer the life spanof a star based on its color.

5) Explain the life cycles of starsusing the H-R diagram.

6) Explain how to infer the distancefrom Earth using the H-R

Diagram.

E5.2g Explain how the balance

between fusion and gravity

controls the evolution of a star

(equilibrium).

7) Explain the balance betweenfusion and gravity within a star.

8) Explain the impact of thisbalance on the evolution of astar.

Content Statement E5.3: Earth History and Geologic TimeHSCE Original Language ELAR Code &

OAISD Assessable LanguageE5.3A Explain how the solar system

formed from a nebula of dust andgas in a spiral arm of the MilkyWay Galaxy about 4.6 Ga (billionyears ago).

1) Explain how the solar systemformed from a nebula of dust andgas in a spiral arm of the MilkyWay Galaxy about 4.6 Ga (billionyears ago).

E5.3B Describe the process of

radioactive decay and explain

how radioactive elements are

used to date the rocks that

contain them.

1) Describe the process ofradioactive decay.

2) Explain how radioactive elements

are used to date rock samples.

E5.3C Relate major events in the

history of the Earth to the

geologic time scale, including

formation of the Earth, formation

of an oxygen atmosphere, rise of

life, Cretaceous-Tertiary (K-T)

1) Explain the Geologic Time Scale.2) Identify key events within the

Geologic Time Scale.



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and Permian extinctions, and

Pleistocene ice age.

E5.3D Describe how index fossils can be used

to determine time sequence.

1) Identify index fossils used to

determine time sequence.2) Describe how index fossils show

the relative age of rocks.

E5.3g Identify a sequence of geologic

events using relative-age dating

principles.

1) Explain the principles of relativeage-dating techniques.

2) Explain a sequence of geologicalevents when given a diagram.

Content Statement E5.4: Climate Change

HSCE Original Language ELAR Code &OAISD Assessable Language

E5.4A Explain the natural mechanism ofthe greenhouse effect includingcomparisons of the majorgreenhouse gases (water vapor,carbon dioxide, methane, nitrousoxide, and ozone).

1) Explain the natural warmingprocess associated with watervapor.

2) Explain the natural warmingprocess associated with CarbonDioxide.

3) Explain the natural warmingprocess associated with Methane.

4) Explain the natural warming

process associated with NitrousOxide.

5) Explain the natural warmingprocess associated with Ozone.

6) Describe how individual naturalwarming processes contribute tothe Greenhouse Effect.

E5.4B Describe natural mechanisms

that could result in significant

changes in climate (e.g., majorvolcanic eruptions, changes in

sunlight received by the earth,

meteorite impacts).

1) Describe the possible impact to

natural climate patterns in the

event of a major volcaniceruption, change in amount of

sunlight received by Earth, or a

major meteorite impact.

E5.4C Analyze the empirical

relationship between the

emissions of carbon dioxide,

atmospheric carbon dioxide

1) Analyze and explain the

empirical relationship between

the emissions of carbon dioxide,

atmospheric carbon dioxide



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levels and the average global

temperature over the past 150

years.

levels and the average global

temperature over the past 150

years.

E5.4DBased on evidence of observablechanges in recent history and

climate change models, explain

the consequences of warmer

oceans (including the results of

increased evaporation, shoreline

and estuarine impacts, oceanic

algae growth, and coral

bleaching) and changing climatic

zones (including the adaptive

capacity of the biosphere).

1) Using observable evidence in

recent history in combinationwith climate models, explain theimpact of increasing oceantemperatures on evaporationrates.

2) Using observable evidence inrecent history in combinationwith climate models, explain theimpact of increasing oceantemperatures on shorelinehabitat and communities.

3) Using observable evidence inrecent history in combinationwith climate models, explain theimpact of increasing oceantemperatures on estuarinehabitat.

4) Using observable evidence inrecent history in combinationwith climate models, explain theimpact of increasing oceantemperatures on oceanic algaegrowth.

5) Using observable evidence inrecent history in combinationwith climate models, explain theimpact of increasing oceantemperatures on coral bleaching.

6) Explain the capacity of plantsand animals to adapt to changesin climatic zone characteristics.

E5.4g Compare and contrast the heat-trapping mechanisms of the

major greenhouse gases

resulting from emissions (carbon

dioxide, methane, nitrous oxide,

fluorocarbons) as well as their

abundance and heat-trapping

capacity.

1) Compare and contrast carbondioxide, methane, nitrous oxide,fluorocarbons within theatmosphere in their naturalabundance.

2) Compare and contrast carbondioxide, methane, nitrous oxide,fluorocarbons within theatmosphere in their heat trappingcapacity.

3) Compare and contrast carbon



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dioxide, methane, nitrous oxide,fluorocarbons within theatmosphere in their mechanismsfor trapping heat.

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