physical setting/earth science content progression setting/earth science content progression use the...

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Physical Setting/Earth ScienceContent ProgressionUse the charts on the following pages for an overview of where the Mathematics,Science, and Technology Learning Standards and the Core Curriculm are covered inPrentice Hall Earth Science. Standard 4 which contains the Earth Science ContentStandards is listed last. The complete text for all of the Learning Standards can befound on the New York State Department of Education website.

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STANDARD 1 Analysis, Inquiry, and Design use mathematical analysis, scientific inquiry, and engineering design, as appropriate,to pose questions, seek answers, and develop solutions.

MATHEMATICAL ANALYSIS

KEY IDEA 1 Abstraction and symbolic representation areused to communicate mathematically.

KEY IDEA 2 Deductive and inductive reasoning are usedto reach mathematical conclusions.

KEY IDEA 3 Critical thinking skills are used in the solutionof mathematical problems.

SCIENTIFIC INQUIRY

KEY IDEA 1 The central purpose of scientific inquiry is todevelop explanations of natural phenomena in acontinuing, creative process.

KEY IDEA 2 Beyond the use of reasoning and consensus,scientific inquiry involves the testing of proposedexplanations involving the use of conventionaltechniques and procedures and usually requiringconsiderable ingenuity.

KEY IDEA 3 The observations made while testingproposed explanations, when analyzed usingconventional and invented methods, provide newinsights into phenomena.

ENGINEERING DESIGN

KEY IDEA 1 Engineering design is an iterative processinvolving modeling and optimization (finding the bestsolution within given constraints); this process is used todevelop technological solutions to problems withingiven constraints.

INFORMATION SYSTEMS

KEY IDEA 1 Information technology is used to retrieve,process, and communicate information as a tool toenhance learning.

KEY IDEA 2 Knowledge of the impacts and limitations ofinformation systems is essential to its effective andethical use.

KEY IDEA 3 Information technology can have positiveand negative impacts on society, depending upon howit is used.

EARTH SCIENCE CHAPTERS

STANDARD 2 Access, generate, process, and transfer information, using appropriate technologies.

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SYSTEMS THINKING

KEY IDEA 1 Through systems thinking, people canrecognize the commonalities that exist among all systemsand how parts of a system interrelate and combine toperform specific functions.

MODELS

KEY IDEA 2 Models are simplified representations ofobjects, structures, or systems used in analysis,explanation, interpretation, or design.

MAGNITUDE AND SCALE

KEY IDEA 3 The grouping of magnitudes of size, time,frequency, and pressures or other units of measurementinto a series of relative order provides a useful way todeal with the immense range and the changes in scalethat affect the behavior and design of systems.

EQUILIBRIUM AND STABILITY

KEY IDEA 4 Equilibrium is a state of stability due eitherto a lack of change (static equilibrium) or a balancebetween opposing forces (dynamic equilibrium).

PATTERNS OF CHANGE

KEY IDEA 5 Identifying patterns of change is necessaryfor making predictions about future behavior andconditions.

OPTIMIZATION

KEY IDEA 6 In order to arrive at the best solution thatmeets criteria within constraints, it is often necessary tomake trade-offs

CONNECTIONS

KEY IDEA 1 The knowledge and skills of mathematics,science, and technology are used together to makeinformed decisions and solve problems, especially thoserelating to issues of science/technology/society,consumer decision making, design, and inquiry intophenomena.

STRATEGIES

KEY IDEA 2 Solving interdisciplinary problems involves avariety of skills and strategies, including effective workhabits; gathering and processing information; generatingand analyzing ideas; realizing ideas; making connectionsamong the common themes of mathematics, science,and technology; and presenting results.

KEY IDEA 1 The Earth and celestial phenomena can bedescribed by principles of relative motion andperspective.

INDICATOR 1 Explain complex phenomena, such astides, variations in day length, solar insolation, apparentmotion of the planets, and annual traverse of theconstellations.


STANDARD 6 Interconnectedness: Common Themes understand the relationships and common themes that connectmathematics, science, and technology and apply the themes to these and other areas of learning.

STANDARD 7 Interdisciplinary Problem Solving apply the knowledge and thinking skills of mathematics, science, andtechnology to address real-life problems and make informed decisions.

STANDARD 4 Understand and apply scientific concepts, principles, and theories pertaining to the physical setting and livingenvironment and recognize the historical development of ideas in science.

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1.1.a. Most objects in the solar system are in regularand predictable motion.

1.1.b. Nine planets move around the Sun in nearlycircular orbits.

1.1.c. Earth's coordinate system of latitude andlongitude, with the equator and prime meridianas reference lines, is based upon Earth's rotationand our observation of the Sun and stars.

1.1.d. Earth rotates on an imaginary axis at a rate of 15degrees per hour. To people on Earth, this turningof the planet makes it seem as though the Sun,the moon, and the stars are moving around Earthonce a day. Rotation provides a basis for oursystem of local time; meridians of longitude arethe basis for time zones.

1.1.e. The Foucault pendulum and the Coriolis effectprovide evidence of Earth's rotation.

1.1.f. Earth's changing position with regard to the Sunand the moon has noticeable effects.

1.1.g. Seasonal changes in the apparent positions ofconstellations provide evidence of Earth's revolution.

1.1.h. The Suns apparent path through the sky varieswith latitude and season.

1.1.i. Approximately 70 percent of Earth's surface iscovered by a relatively thin layer of water, whichresponds to the gravitational attraction of themoon and the Sun with a daily cycle of high andlow tides.

INDICATOR 2 Describe current theories about the originof the universe and solar system.

2.a. The universe is vast and estimated to be over tenbillion years old. The current theory is that theuniverse was created from an explosion called theBig Bang.

2.b. Stars form when gravity causes clouds ofmolecules to contract until nuclear fusion of lightelements into heavier ones occurs. Fusion releasesgreat amounts of energy over millions of years.

2.c. Our solar system formed about five billion yearsago from a giant cloud of gas and debris. Gravitycaused Earth and the other planets to becomelayered according to density differences in theirmaterials.

2.d. Asteroids, comets, and meteors are componentsof our solar system.

2.e. Earth's early atmosphere formed as a result of theoutgassing of water vapor, carbon dioxide,nitrogen, and lesser amounts of other gases fromits interior.

2.f. Earth's oceans formed as a result of precipitationover millions of years. The presence of an earlyocean is indicated by sedimentary rocks of marineorigin, dating back about four billion years.

2.g. Earth has continuously been recycling water sincethe outgassing of water early in its history. Thisconstant recirculation of water at and near Earth'ssurface is described by the hydrologic (water)cycle.


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2.h. The evolution of life caused dramatic changes inthe composition of Earth's atmosphere. Freeoxygen did not form in the atmosphere untiloxygen-producing organisms evolved.

2.i. The pattern of evolution of life-forms on Earth isat least partially preserved in the rock record.

2.j. Geologic history can be reconstructed byobserving sequences of rock types and fossils tocorrelate bedrock at various locations.

KEY IDEA 2 Many of the phenomena that we observe onEarth involve interactions among components of air,water, and land.

INDICATOR 2.1 Use the concepts of density and heatenergy to explain observations of weather patterns,seasonal changes, and the movements of Earth's plates.

2.1.a. Earth systems have internal and external sourcesof energy, both of which create heat.

2.1.b. The transfer of heat energy within the atmosphere,the hydrosphere, and Earth's interior results in theformation of regions of different densities. Thesedensity differences result in motion.

2.1.c. Weather patterns become evident when weathervariables are observed, measured, and recorded.These variables include air temperature, airpressure, moisture (relative humidity anddewpoint), precipitation (rain, snow, hail, sleet,etc.), wind speed and direction, and cloud cover.

2.1.d. Weather variables are measured using instrumentssuch as thermometers, barometers,psychrometers, precipitation gauges,anemometers, and wind vanes.

2.1.e. Weather variables are interrelated.

2.1.f. Air temperature, dewpoint, cloud formation, andprecipitation are affected by the expansion andcontraction of air due to vertical atmosphericmovement.

2.1.g. Weather variables can be represented in a varietyof formats including radar and satellite images,weather maps (including station models, isobars,and fronts), atmospheric cross-sections, andcomputer models.

2.1.h. Atmospheric moisture, temperature and pressuredistributions; jet streams, wind; air masses andfrontal boundaries; and the movement of cyclonicsystems and associated tornadoes, thunderstorms,and hurricanes occur in observable patterns. Lossof property, personal injury, and loss of life can bereduced by effective emergency preparedness.

2.1.i. Seasonal changes can be explained using conceptsof density and heat energy. These changes includethe shifting of global temperature zones, theshifting of planetary wind and ocean currentpatterns, the occurrence of monsoons, hurricanes,flooding, and severe weather.

2.1.j. Properties of Earth's internal structure (crust,mantle, inner core, and outer core) can beinferred from the analysis of the behavior ofseismic waves (including velocity and refraction).


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2.1.k. The outward transfer of Earth's internal heat drivesconvective circulation in the mantle that movesthe lithospheric plates comprising Earth's surface.

2.1.l. The lithosphere consists of separate plates thatride on the more fluid asthenosphere and moveslowly in relationship to one another, creatingconvergent, divergent, and transform plateboundaries. These motions indicate Earth is adynamic geologic system.

2.1.m. Many processes of the rock cycle areconsequences of plate dynamics. These includethe production of magma (and subsequentigneous rock formation and contactmetamorphism) at both subduction and riftingregions, regional metamorphism withinsubduction zones, and the creation of majordepositional basins through down-warping of the crust.

2.1.n. Many of Earth's surface features such as mid-ocean ridges / rifts, trenches / subductionzones/island arcs, mountain ranges (folded,faulted, and volcanic), hot spots, and themagnetic and age patterns in surface bedrockare a consequence of forces associated withplate motion and interaction.

2.1.o. Plate motions have resulted in global changes ingeography, climate, and the patterns of organicevolution.

2.1.p. Landforms are the result of the interaction oftectonic forces and the processes of weathering,erosion, and deposition.

2.1.q. Topographic maps represent landforms throughthe use of contour lines that are isolinesconnecting points of equal elevation. Gradientsand profiles can be determined from changes inelevation over a given distance.

2.1.r. Climate variations, structure, and characteristicsof bedrock influence the development oflandscape features including mountains,plateaus, plains, valleys, ridges, escarpments,and stream drainage patterns.

2.1.s. Weathering is the physical and chemicalbreakdown of rocks at or near Earth's surface.Soils are the result of weathering and biologicalactivity over long periods of time.

2.1.t. Natural agents of erosion, generally driven bygravity, remove, transport, and depositweathered rock particles. Each agent of erosionproduces distinctive changes in the material thatit transports and creates characteristic surfacefeatures and landscapes. In certain erosionalsituations, loss of property, personal injury, andloss of life can be reduced by effectiveemergency preparedness.

2.1.u. The natural agents of erosion include: Streams,glaciers, wave action, wind, masss movement.


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2.1.v. Patterns of deposition result from a loss of energywithin the transporting system and are influencedby the size, shape, and density of the transportedparticles. Sediment deposits may be sorted orunsorted.

2.1.w. Sediments of inorganic and organic origin oftenaccumulate in depositional environments.Sedimentary rocks form when sediments arecompacted and/or cemented after burial or as theresult of chemical precipitation from seawater.

INDICATOR 2.2 Explain how incoming solar radiation,ocean currents, and land masses affect weather andclimate.

2.2.a. Insolation (solar radiation) heats Earth's surfaceand atmosphere unequally due to variations in:

2.2.b. The transfer of heat energy within theatmosphere, the hydrosphere, and Earth's surfaceoccurs as the result of radiation, convection, andconduction.

2.2.c. A locations climate is influenced by latitude,proximity to large bodies of water, oceancurrents, prevailing winds, vegetative cover,elevation, and mountain ranges.

2.2.d. Temperature and precipitation patterns arealtered by: natural events such as El Niño andvolcanic eruptions, or human influences.

KEY IDEA 3 Matter is made up of particles whoseproperties determine the observable characteristics ofmatter and its reactivity.

INDICATOR 3.1 Explain the properties of materials interms of the arrangement and properties of the atomsthat compose them.

3.1.a. Minerals have physical properties determined bytheir chemical composition and crystal structure.

3.1.b. Minerals are formed inorganically by the processof crystallization as a result of specificenvironmental conditions.

3.1.c. Rocks are usually composed of one or moreminerals.


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Section-by-Section Correlationand Pacing GuideUse this organization for long- and short-term planning to ensure coverage of theCore Curriculum in your Earth Science course. The Pacing Guide reflects generaltimes in single periods and blocks, and can be modified to best meet the needs ofyour students.

Chapter 1: Introduction to Earth Science Core Curriculum Pacing Guide

1.1 What Is Earth Science? 4.1.2., 4.1.2.a., 4.1.2.b., 4.1.2.c., 6.5 periods 3.25 blocks4.1.2.e., 4.2.1.b., 4.2.2.b.

Earth’s Place in the Universe 4.1.2.a., 4.1.2.b., 4.1.2.c.1.2 A View of Earth 4.1.2.e., 4.1.2.g., 4.2.1.b., 4.2.1.k.,

4.2.1.l., 4.2.1.n., 4.2.1.o., 4.2.1.p.,4.2.2.b.

1.3 Representing Earth’s Surface 4.1.1.c., 4.2.1.q., 6.3., 7.2.1.4 Earth System Science 4.1.2.g., 4.2.1.a., 4.2.1.b., 4.2.2.b.1.5 What Is Scientific Inquiry?Studying Earth from Space 4.1.1.c., 4.1.1.d.Determining Latitude and Longitude 4.1.1.c., 4.1.1.d.

Chapter 2: Minerals Core Curriculum Pacing Guide

2.1 Matter 4.3.1., 4.3.1.a., 4.3.1.b., 4.3.1.c. 7 periods 3.5 blocks2.2 Minerals 4.3.1.a., 4.3.1.b., 4.3.1.c.2.3 Properties of Minerals 4.3.1.a., 4.3.1.b., 4.3.1.c.Gemstones 4.3.1.a., 4.3.1.c.Mineral Identification 4.3.1.a., 4.3.1.b., 4.3.1.c., 6.2.

Chapter 3: Rocks Core Curriculum Pacing Guide

3.1 The Rock Cycle 4.1.2.j., 4.2.1.m., 4.2.1.w., 4.3.1.c. 7 periods 3.5 blocks3.2 Igneous Rocks 4.1.2.j., 4.2.1.m., 4.3.1.c.3.3 Sedimentary Rocks 4.1.2.f., 4.1.2.j., 4.2.1.m., 4.2.1.w.,

4.3.1.c.3.4 Metamorphic Rocks 4.1.2.j., 4.2.1.m., 4.3.1.c., 6.2.The Carbon Cycle 4.1.2.e., 4.2.2.d., 6.5., 7.1.Rock Identification 4.1.2.j., 4.2.1.m., 4.3.1.a., 4.3.1.c.,

6.2.

Chapter 4: Earth’s Resources Core Curriculum Pacing Guide

4.1 Energy and Mineral Resources 4.3.1.a., 4.3.1.b., 4.3.1.c., 6.6., 7.1. 8 periods 4 blocks4.2 Alternate Energy Sources 6.6., 7.1.4.3 Water, Air, and Land Resources 4.1.2.g., 4.2.1.f., 4.2.2.d., 6.6.4.4 Protecting Resources 4.2.2.d., 6.6.Bingham Canyon, Utah: The Largest Open-Pit Mine 7.1.Finding the Product that Best Conserves Resources 1.1., 1.3., 6.6., 7.1.

Chapter 5: Weather, Soil, and Mass Movements Core Curriculum Pacing Guide5.1 Weathering 4.2.1.s., 4.2.1.u. 5 periods 2.5 blocks5.2 Soil 4.1.2.g., 4.2.1.p., 4.2.1.t., 4.2.1.u.5.3 Mass Movements 4.1.2.g., 4.2.1.t., 4.2.1.u.Effect of Temperature on Chemical Weathering 4.2.1.c., 4.2.1.e., 4.2.1.f., 4.2.1.s.

*These entries comprise the core course for student working below grade level.

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Chapter 6: Running Water and Groundwater Core Curriculum Pacing Guide

6.1 Running Water 1.2., 4.1.2.g., 4.2.1.t., 4.2.1.u. 6 periods 3 blocks6.2 The Work of Streams 1.2., 4.2.1.r., 4.2.1.u., 4.2.1.v., 6.1.6.3 Water Beneath the Surface 4.1.2.g., 4.2.1.q.The Ogallala Aquifer: How Long Will the Water Last? 4.1.2.g.Investigating the Permeability of Soils 4.1.2.g., 4.2.1.u.

Chapter 7: Glaciers, Deserts, and Wind Core Curriculum Pacing Guide

7.1 Glaciers 4.2.1.u. 6 periods 3 blocks7.2 Deserts 4.2.1.c., 4.2.1.e., 4.2.1.s.7.3 Landscapes Shaped by Wind 4.2.1.t., 4.2.1.uInterpreting a Glacial Landscape 4.2.1.q., 4.2.1.t., 4.2.1.u., 6.2.

Chapter 8: Earthquakes and Earth’s. Interior Core Curriculum Pacing Guide

8.1 What Is an Earthquake? 2.3., 4.2.1.j., 4.2.1.l., 7.2. 6 periods 3 blocks8.2 Measuring Earthquakes 2.3., 4.2.1.j., 4.2.1.l., 7.2.8.3 Destruction from Earthquakes 2.3., 4.2.1.j., 4.2.1.l., 7.2.8.4 Earth’s Layered Structure 4.2.1.j., 4.2.1.k., 4.2.1.l.Locating an Earthquake 4.2.1.j., 4.2.1.l., 6.2., 7.2.

Chapter 9: Plate Tectonics Core Curriculum Pacing Guide

9.1 Continental Drift 4.2.1.j., 4.2.1.k., 4.2.1.l. 8 periods 4 blocks9.2 Plate Tectonics 4.2.1.k., 4.2.1.l., 4.2.1.n., 4.2.1.o.,

4.2.1.p.9.3 Actions at Plate Boundaries 4.2.1.l., 4.2.1.m., 4.2.1.n.9.4 Testing Plate Tectonics 4.2.1.k., 4.2.1.l., 4.2.1.n., 4.2.1.o.,

4.2.1.p.9.5 Mechanisms of Plate Tectonics 4.2.1.j., 4.2.1.k., 4.2.1.l., 4.2.1.n.,

4.2.1.o.Plate Tectonics into the Future 4.2.1.l., 4.2.1.n., 4.2.1.o., 4.2.1.p.,

6.5.Paleomagnetism and the Ocean Floor 4.1.2.f., 4.2.1.l., 4.2.1.n.

Chapter 10: Volcanoes and Other Igneous Activity Core Curriculum Pacing Guide

10.1 The Nature of Volcanic Eruptions 4.2.1.l., 4.2.1.n., 4.2.2.d., 4.3.1.b., 3 periods 2.5 blocks7.2.

10.2 Intrusive Igneous Activity 4.2.1.m., 4.3.1.b.10.3 Plate Tectonics and Igneous Activity 4.2.1.h., 4.2.1.k., 4.2.1.l., 4.2.1.m.,

4.2.1.n., 4.2.1.o., 4.2.1.p., 4.2.2.d.Melting Temperature of Rocks 4.1.2.j., 4.2.1.k., 4.2.1.l., 4.2.1.m.,

4.3.1.c.

Chapter 11: Mountain Building Core Curriculum Pacing Guide11.1 Rock Deformation 4.1.2.j., 4.2.1.m., 4.2.1.n., 4.3.1.c. 3 periods 2.5 blocks11.2 Types of Mountains 4.2.1.l., 4.2.1.n., 4.2.1.r.211.3 Mountain Formation 4.2.1.l., 4.2.1.m., 4.2.1.n., 4.2.1.o.,

4.2.1.p., 4.2.1.r.The San Andreas Fault System 4.2.1.j., 4.2.1.l., 4.2.1.n.Investigating Anticlines and Synclines 4.1.2.j., 4.2.1.j., 4.2.1.m., 4.3.1.c.Mountain Building away from Plate Margins 4.2.1.l., 4.2.1.m., 4.2.1.n., 4.2.1.r.,

4.2.1.t., 6.2.Damaging Earthquakes East of the Rockies 4.2.1.j., 4.2.1.l., 4.2.1.n., 7.2.

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Chapter 12: Geologic Time Core Curriculum Pacing Guide

12.1 Discovering Earth’s. History 4.1.2.i., 4.1.2.j., 4.3.1.c. 7 periods 3.5 blocks12.2 Fossils: Evidence of Past Life 4.1.2.i., 4.1.2.j., 7.1.12.3 Dating with Radioactivity 4.1.2.f., 4.1.2.j.12.4 The Geologic Time Scale 4.1.2.j., 4.2.1.s., 6.3.Using Tree Rings to Date and Study the Recent Past 2.1., 6.5.Fossil Occurrence and the Age of Rocks 4.1.2.i., 4.1.2.j., 6.3., 7.1.

Chapter 13: Earth’s. History Core Curriculum Pacing Guide

13.1 Precambrian Time: Vast and Puzzling 4.1.2.e., 4.1.2.g., 4.1.2.h., 4.1.2.j., 6 periods 3 blocks4.2.2.a., 4.2.2.b., 6.5.

13.2 Paleozoic Era: Life Explodes 4.1.2.e., 4.1.2.h., 4.1.2.i., 4.2.1.p.13.3 Mesozoic Era: Age of Reptiles 4.1.2.d. 4.1.2.h., 4.1.2.i., 6.5.13.4 Cenozoic Era: Age of Mammals 4.1.2.i., 4.1.2.j., 4.2.1.m., 4.2.1.s.,

6.5.Demise of the Dinosaurs 4.1.2.d., 4.1.2.i., 4.1.2.j., 7.2.Modeling the Geologic Time Scale 4.1.2.i., 4.1.2.j., 6.3.

Chapter 14: The Ocean Floor Core Curriculum Pacing Guide

14.1 The Vast World Ocean 2.1., 2.3., 4.1.2.f., 4.2.1.l., 4.2.2.b., 5 periods 3 blocks4.2.2.c.

14.2 Ocean Floor Features 4.1.2.f., 4.2.1.l., 4.2.1.m., 4.2.1.n., 4.2.1.r., 4.2.2.b.

Explaining Coral Atolls—Darwin's. Hypothesis 4.2.1.l., 4.2.1.n., 4.2.1.p.14.3 Seafloor Sediments 1.2., 4.2.1.u., 4.2.1.v., 4.2.1.w.14.4 Resources from the Seafloor 4.1.2.f., 4.2.1.i., 4.2.2., 4.2.2.a.,

4.2.2.b.Modeling Seafloor Depth Transects 4.2.1.l., 4.2.1.n., 6.2.

Chapter 15: Ocean Water and Ocean Life Core Curriculum Pacing Guide

15.1 The Composition of Sea Water 4 periods 3.5 blocks15.2 The Diversity of Ocean Life15.3 Oceanic Productivity 4.2.1.b., 4.2.2.b.How Does Temperature Affect Water Density? 4.2.1.b., 4.2.1.i.

Chapter 16: The Dynamic Ocean Core Curriculum Pacing Guide16.1 Ocean Circulation 4.2.1.i., 4.2.2., 4.2.2.b., 4.2.2.c. 6 periods 3 blocksShoes and Toys as Drift Meters 4.2.2.b., 4.2.2.c., 4.2.2.d.16.2 Waves and Tides 4.1.1., 4.1.1.f., 4.1.1.i., 4.2.1.u.,

4.2.2.b.16.3 Shoreline Processes and Features 4.2.1.u., 4.2.1.w.Graphing Tidal Cycles 4.1.1.a., 4.1.1.i., 6.5.

Chapter 17: The Atmosphere: Core Curriculum Pacing GuideStructure and Temperature

17.1 Atmosphere Characteristics 4.2.1., 4.2.1.b., 4.2.1.c., 4.2.1.f., 7 periods 3.5 blocks4.2.1.g., 4.2.1.i., 4.2.2.a., 4.2.2.b., 4.2.2.c.

17.2 Heating the Atmosphere 4.2.1.b., 4.2.1.k., 4.2.2.a., 4.2.2.b.17.3 Temperature Controls 4.2.1.c., 4.2.1.f., 4.2.1.h., 4.2.1.k.,

4.2.2.a., 4.2.2.b., 4.2.2.c., 4.2.2.d.Heating Land and Water 4.2.1.a., 4.2.2.a., 4.2.2.b.


NY T13

Chapter 18: Moisture, Clouds, and Precipitation Core Curriculum Pacing Guide

18.1 Water in the Atmosphere 4.1.2.f., 4.1.2.g., 4.2.1., 4.2.1.c., 7 periods 3.5 blocks4.2.1.d., 4.2.1.e., 4.2.1.f., 4.2.2.b., 4.2.2.d., 4.3.1.b.

18.2 Cloud Formation 4.2.1.c., 4.2.1.e., 4.2.1.f., 4.2.1.g., 4.2.1.h., 4.2.1.i., 4.2.2., 4.2.2.c., 4.2.2.d., 6.5.

18.3 Cloud Types and Precipitation 4.1.2.g., 4.2.1.c., 4.2.1.e., 4.2.1.f., 4.2.2.a., 4.2.2.b., 4.2.2.d., 4.3.1.b.

Atmospheric Stability and Air Pollution 4.2.1.c., 4.2.1.e., 4.2.1.f., 4.2.1.h., 4.2.2.b., 6.6.

Measuring Humidity 4.2.1.c., 4.2.1.d., 4.2.1.e., 4.2.1.f.

Chapter 19: Air Pressure and Wind Core Curriculum Pacing Guide

19.1 Understanding Air Pressure 4.2.1., 4.2.1.b., 4.2.1.c., 4.2.1.d., 6 periods 3 blocks4.2.1.e., 4.2.1.f., 4.2.1.h., 4.2.1.k., 4.2.2.b.

19.2 Pressure Centers and Winds 4.2.1.b., 4.2.1.c., 4.2.1.e., 4.2.1.h., 4.2.1.i., 4.2.1.k., 4.2.2.a., 4.2.2.b.

19.3 Regional Wind Systems 4.2.1.c., 4.2.1.e., 4.2.1.f., 4.2.1.h., 4.2.1.i., 4.2.2., 4.2.2.b., 4.2.2.c., 4.2.2.d.

Tracking El Niño from Space 4.2.1.g., 4.2.2.c., 4.2.2.d., 4.3.1.b.Observing Wind Patterns 4.2.1.c., 4.2.1.d., 4.2.1.e., 4.2.1.f.,

4.2.1.g.

Chapter 20: Weather Patterns and Severe Storms Core Curriculum Pacing Guide

20.1 Air Masses 4.2.1.e., 4.2.1.f., 4.2.1.g., 4.2.1.h., 6 periods 3 blocks4.2.2., 4.2.2.a., 4.2.2.b., 4.2.2.c., 4.2.2.d., 6.5.

20.2 Fronts 4.2.1.c., 4.2.1.f., 4.2.1.g., 4.2.1.h., 6.5.

20.3 Severe Storms 2.3., 4.2.1.h., 7.2.Middle-Latitude Cyclones 4.2.1.c., 4.2.1.d., 4.2.1.e., 4.2.1.f.,

4.2.1.g., 4.2.1.h., 4.2.1.i., 4.2.2.c.

Chapter 21: Climate Core Curriculum Pacing Guide

21.1 Factors That Affect Climate 4.2.1.r., 4.2.2., 4.2.2.c., 4.2.2.d. 7 periods 3.5 blocks21.2 World Climates 4.1.2.d., 4.2.1.r., 4.2.2., 4.2.2.c.21.3 Climate Changes 4.1.2.d., 4.2.2.d., 6.6., 7.1.Human Impact on Climate and Weather 4.2.2.b., 4.2.2.d.

Chapter 22: Origin of Modern Astronomy Core Curriculum Pacing Guide

22.1 Early Astronomy 1.1., 4.1.1.a., 4.1.1.b., 4.1.2.c., 7 periods 3.5 blocks4.1.2.d.

22.2 The Earth-Moon-Sun System 4.1.1.a., 4.1.1.b., 4.1.1.d., 4.1.1.f.22.3 Earth’s. Moon 4.1.1.b., 4.1.1.d., 4.1.1.f.Foucault Experiment 4.1.1.c., 4.1.1.d., 4.1.1.e., 4.1.1.f.Modeling Synodic and Sidereal Months 4.1.1.a., 4.1.1.b., 4.1.1.d., 4.1.1.f.,

4.1.1.g., 4.1.1.i.

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NY T14

Chapter 23: Touring Our Solar System Core Curriculum Pacing Guide

23.1 The Solar System 4.1.1.a., 4.1.1.b., 4.1.2.c. 7 periods 3.5 blocks23.2 The Terrestrial Planets 4.1.1.a., 4.1.1.b., 4.1.1.d., 4.1.2.c.23.3 The Outer Planets 4.1.1.a., 4.1.1.b., 4.1.1.d., 4.1.2.c.23.4 Minor Members of the Solar System 4.1.2.d.Is Earth on a Collision Course 4.1.2.d., 4.1.2.i., 7.2.Modeling the Solar System 4.1.1.a., 4.1.1.b., 4.1.1.d., 4.1.2.c.,

4.1.2.d., 6.3.

Chapter 24: Studying the Sun Core Curriculum Pacing Guide

24.1 The Study of Light 4.1.2.a. 6 periods 3 blocks24.2 Tools for Studying Space 2.1.24.3 The Sun 4.1.1.b., 4.1.1.f., 4.1.2.b., 4.1.2.c.Solar Activity and Climatic Change 4.2.2.b., 6.5.Tracking Sunspots 6.5.

Chapter 25: Beyond Our Solar System Core Curriculum Pacing Guide

25.1 Properties of Stars 1.1., 4.1.1.a., 4.1.1.b., 4.1.2.b. 7 periods 3.5 blocks25.2 Stellar Evolution 4.1.2.b.25.3 The Universe 4.1.2.a., 4.1.2.b., 4.1.2.c.Astrology, Forerunner of Astronomy 4.1.1., 4.1.1.a., 4.1.1.b.Observing Stars 1.1., 4.1.1.c., 4.1.2.b.

Chapter 11A: Earth System Profile Core Curriculum Pacing Guide

Growth and Economic Development 1.2., 1.3., 7.1. 5 periods 2.5 blocksGeological History 4.2.1.l., 4.2.1.m., 4.2.1.n., 4.2.1.o.,

4.2.1.p., 4.2.1.u., 4.2.1.w., 6.5 Physiographic Regions 4.2.1.p., 4.2.1.r., 4.2.1.s., 4.2.1.u.,Geology of Landforms 1.2., 4.1.2.j., 4.2.1.p., 4.2.1.q.,

4.2.1.r., 4.2.1.t., 4.2.1.u., 4.2.1.v., 4.2.1.w., 4.3.1.a., 4.3.1.c., 6.1., 6.3.

Natural Resources 4.3.1.a., 4.3.1.c., 6.6., 7.1. Ecosystems 4.1.2.g., 4.2.1.c., 4.2.2.d., 6.1.,

6.6., 7.1. Soil 4.2.1.m., 4.2.1.p., 4.2.1.s., 4.2.1.t.,

4.2.1.u., 4.2.1.v., 4.2.1.w. Fresh Water 4.1.2.g., 6.1., 6.6. Coastal Regions 4.2.1.u., 6.6., 7.1. Climate 1.2., 2.1., 4.2.1.c., 4.2.1.g.,

4.2.1.h., 4.2.2., 4.2.2.c. Weather Patterns 1.1., 1.2., 4.2.1.c., 4.2.1.h., 4.2.1.i.,

4.2.2., 4.2.2.c., 6.5. Using the Internet to Research Disaster Safety 1.2., 1.3., 2.1., 2.2., 2.3., 4.2.1.h,

7.1., 7.2. How Could Global Warming Impact New York? 2.1., 4.2.1.c., 4.2.1.g., 4.2.1.h.,

4.2.1.i., 4.2.1.u., 4.2.2., 4.2.2.c., 4.2.2.d., 6.1., 6.6., 7.1.


NY T15

National Science Education Standards

A-1 Abilities necessary to doscientific inquiry

Inquiry Activity: Chapters 1–25, Exploration Lab: Chapters 1, 2, 3, 5, 6, 7, 8, 9,10, 11, 12, 14, 15, 16, 17, 18, 19, 22, 23, 24, 25, Quick Lab: Chapters 3, 8, 9, 10, 13, 14, 21, Application Lab: Chapters 4, 13, 20

A-2 Understandings aboutscientific inquiry

Sections 1.3, 1.5, 2.3, 8.2, 8.3, 8.4, 9.1, 9.5, 11.1, 12.3, 13.1, 14.1, 14.2,19.1, 19.3, 22.1, 22.3, 23.2, 23.3, 23.4, 24.1, 25.1, 25.2, 25.3, Inquiry Activity: Chapter 21, Exploration Lab: Chapters 1, 2, 3, 6, 7, 8, 9, 10,11, 12, 14, 15, 16, 17, 18, 19, 21, 22, 23, 24, 25, Application Lab: Chapters 4, 13, 20, Quick Lab: Chapters 9, 13, 14, 21

B-1 Structure of atoms Sections 2.1, 4.2, 5.1, 24.3, 25.2

B-3 Chemical reactions Sections 2.1, 3.4, 4.1, 4.3, 5.2, 7.2, 8.4, 14.2, 21.3, 25.2

B-2 Structure and properties ofmatter

Sections 2.1, 2.2, 2.3, 3.2, 7.1, 12.3, 18.1, 18.3

B-4 Motions and forces Sections 16.2, 19.1, 19.2, 22.1, 22.3, 23.1, 25.2, Exploration Lab: Chapter 16

B-5 Conservation of energy andincrease in disorder

Sections 17.2, 17.3, 18.1, 18.2, 20.2, 24.3, 25.1

C-1 The cell Section 15.3

B-6 Interactions of energy andmatter

Sections 8.1, 8.2, 8.3, 8.4, 16.2, 16.3, 17.2, 24.1, 24.2, 24.3, 25.2

C-2 Molecular basis of heredity

C-3 Biological evolution Sections 13.2, 13.3, 13.4

C-4 Interdependence oforganisms

Sections 1.2, 1.4, 4.1, 4.2, 4.3, 4.4, 5.2, 6.1, 15.2, 15.3, 16.1, 16.3, 17.1, 21.3

C-5 Matter, energy, andorganization in living systems

Sections 4.1, 15.1, 15.2, 15.3

C-6 Behavior of organisms Section 15.2

Correlation to National Science Education Standards

Chapter/SectionContent Standard

CONTENT STANDARD B • Physical Science

CONTENT STANDARD C • Life Science

CONTENT STANDARD A • Science as Inquiry

Natio

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D-3 Origin and evolution of theearth system

Sections 1.1, 1.2, 1.4, 2.1, 3.3, 4.1, 7.1, 8.1, 8.2, 8.3, 9.1, 9.2, 9.3, 9.4, 10.1,11.1, 11.2, 11.3, 12.1, 12.2, 12.3, 12.4, 13.1, 13.2, 13.3, 13.4, 16.3, 17.1,21.3, 22.1, 22.2, 22.3, 23.1, 24.3, Application Lab: Chapter 13

D-4 Origin and evolution of theuniverse

Section 24.3, 25.1, 25.2, 25.3

NY T16

D-1 Energy in the earth system Sections 1.1, 1.2, 1.4, 3.1, 4.2, 4.3, 5.1, 6.1, 6.3, 9.2, 9.3, 9.5, 10.3, 13.2,15.1, 16.1, 16.2, 16.3, 17.1, 17.2, 17.3, 18.2, 18.3, 19.1, 19.2, 19.3, 20.1,21.1, 21.2, 21.3, 23.2, 24.3, Exploration Lab: Chapter 12

D-2 Geochemical cycles Sections 1.4, 2.2, 3.1, 3.3, 3.4, 4.1, 4.3, 5.1, 5.2, 6.1, 7.1, 7.2, 7.3, 8.4, 10.1,10.2, 10.3, 12.2, 12.3, 14.2, 14.3, 14.4, 15.1, 16.1, 17.2, 18.1

E-1 Abilities of technologicaldesign

Inquiry Activity: Chapter 8

E-2 Understandings aboutscience and technology

Sections 1.3, 4.1, 4.2, 6.2, 8.2, 8.3, 8.4, 9.1, 9.4, 14.1, 14.4, 22.1, 22.3, 23.2,23.3, 23.4, 24.1, 24.2, 24.3, 25.3, Exploration Lab: Chapter 21, InquiryActivity: Chapter 8

F-1 Personal and communityhealth

Sections 1.4, 4.3

F-2 Population growth Sections 1.4, 4.1, 4.2, 4.4

F-3 Natural resources Sections 1.4, 4.1, 4.2, 4.3, 4.4, 5.2, 6.3, 14.2, 14.4, Inquiry Activity: Chapter 6

F-4 Environmental quality Sections 1.4, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 6.3, 17.1

F-5 Natural and human-inducedhazards

Sections 1.4, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 7.2, 7.3, 8.1, 8.2,8.3, 10.1, 20.1, 20.3, 21.3

F-6 Science and technology inlocal, national, and globalchallenges

Sections 1.4, 4.1, 4.2, 4.3, 4.4, 5.2, 6.2, 6.3, 8.2, 8.3, 16.3, 20.3, 21.3,Application Lab: Chapter 4

G-1 Science as a humanendeavor

Sections 8.3, 9.1, 9.4, 9.5, 12.1, 12.2, 12.4, 13.2, 14.1, 14.2, 19.3, 22.1, 24.1,24.2, 25.1, Exploration Lab: Chapters 21, 25

G-2 Nature of scientificknowledge

Sections 1.1, 1.5, 2.3, 5.3, 8.3, 9.1, 9.4, 10.2, 11.3, 12.1, 12.2, 12.4, 13.4,22.1, 24.1, 25.2, Exploration Lab: Chapter 11, Quick Lab: Chapter 13

G-3 Historical perspectives Sections 1.1, 1.2, 1.3, 1.5, 7.1, 9.1, 9.2, 9.4, 10.3, 11.3, 12.1, 12.2, 12.4,16.2, 22.1, 24.1, 24.2, 24.3, 25.1, 25.2, 25.3

Correlation to National Science Education Standards

Chapter/SectionContent Standard

CONTENT STANDARD E • Science and Technology

CONTENT STANDARD F • Science in Personal and Social Perspectives

CONTENT STANDARD G • History and Nature of Science

CONTENT STANDARD D • Earth and Space Science


creo

NY T20

Inquiry Skills ChartThe Prentice Hall Earth Science program provides comprehensive practice andassessment of science skills, with an emphasis on the process skills necessary forinquiry. Use this chart to track skill coverage in the Student and Teacher Editions.

Science Process Skills

Observing Inquiry Activity: Chapters 1, 2, 4, 5, 8, 9, 10, 11, 12, 13, 17, 18, 19, 20,23, 24, 25Quick Lab: Chapters 10, 13Exploration Lab: Chapters 2, 3, 6, 7, 11, 15, 17, 18, 19, 22, 23, 24, 25Application Lab: Chapters 4, 20

Inferring Inquiry Activity: Chapters 1, 6, 10, 11, 12, 13, 16, 18Quick Lab: Chapters 3, 8, 9, 10, 13Exploration Lab: Chapters 1, 5, 9, 12, 14, 15, 16, 21Application Lab: Chapters 13, 20

Predicting Inquiry Activity: Chapters 5, 7, 10, 14, 24, 25Quick Lab: Chapters 8, 14Exploration Lab: Chapters 5, 21Application Lab: Chapter 20

Measuring Exploration Lab: Chapters 1, 2, 3, 5, 6, 8, 9, 11, 14, 17, 18, 21Application Lab: Chapters 4, 13

Calculating Inquiry Activity: Chapter 15Quick Lab: Chapter 9Exploration Lab: Chapters 8, 9, 10, 16, 18, 19, 21, 23Application Lab: Chapters 4, 13

Classifying Inquiry Activity: Chapter 6Exploration Lab: Chapters 2, 11

Using Tables and Graphs Inquiry Activity: Chapter 22Quick Lab: Chapter 8Exploration Lab: Chapters 5, 7, 8, 10, 12, 14, 15, 16, 17, 21, 24

Using Models Inquiry Activity: Chapters 17, 20Exploration Lab: Chapters 17, 22, 23

Designing Experiments Inquiry Activity: Chapters 1, 4, 12Exploration Lab: Chapter 5

Formulating Hypotheses Inquiry Activity: Chapters 2, 3, 9, 12, 20Exploration Lab: Chapters 5, 12

Controlling Variables Inquiry Activity: Chapter 22

Labs and Activities


NY T21

Inq

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artScience Process Skills (continued)

Analyzing Data Exploration Lab: Chapters 5, 6, 9, 10, 14, 17, 18, 19, 21, 22, 23, 24, 25Application Lab: Chapter 13

Drawing Conclusions Inquiry Activity: Chapters 6, 7, 11, 14, 15, 16, 22Quick Lab: Chapters 3, 14, 21Exploration Lab: Chapters 5, 7, 8, 9, 10, 11, 14, 15, 16, 22Application Lab: Chapter 4

Communicating Results Inquiry Activity: Chapters 11, 15, 18, 19Quick Lab: Chapters 3, 9, 10, 14, 21Exploration Lab: Chapter 15Application Lab: Chapters 4, 5, 6

Evaluating and Revising Inquiry Activity: Chapter 4

Labs and Activities

Critical Thinking Skills

Text and Teacher’s Edition Features/Labs and Activities

Comparing and Contrasting Inquiry Activity: Chapters 3, 8, 23Quick Lab: Chapters 3, 14, 21Exploration Lab: Chapters 1, 2, 3, 6, 14, 17, 18, 19Application Lab: Chapters 4, 20Assessment: Chapters 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 20

Applying Concepts Inquiry Activity: Chapters 18, 19Quick Lab: Chapter 13Exploration Lab: Chapters 1, 3, 11, 12, 16, 17, 18, 19Assessment: Chapters 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 15, 16, 17, 18, 19,21, 22, 23

Interpreting Diagrams/Photographs Exploration Lab: Chapters 1, 8, 9, 11, 12, 15, 19Application Lab: Chapter 13Assessment: Chapter 13, 14

Making Judgments Assessment: Chapter 5

Problem Solving Inquiry Activity: Chapters 4, 15Quick Lab: Chapter 14Exploration Lab: Chapters 14, 15, 16, 18, 21, 23

Relating Cause and Effect Application Lab: Chapter 4Assessment: Chapters 4, 6, 7, 10, 13, 15, 16, 18, 20, 24

Making Generalizations Assessment: Chapters 13, 14, 22, 23


Reading Strategies

Text and Teacher’s Edition Features

NY T22

Using Prior Knowledge Reading Strategy: Sections 17.2, 23.2Build Reading Literacy/Teacher’s Edition: Chapter 13Review Science Concepts/Teacher’s Edition: Chapters 1, 2, 3, 4, 5, 6, 7, 8,9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25Chapter Pretest/Teacher’s Edition: Chapters 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25

Previewing Reading Strategy: Sections 2.2, 4.2, 5.3, 6.3, 10.1, 11.2, 15.1, 17.3, 19.3, 25.1Build Reading Literacy/Teacher’s Edition: Chapters 2, 14

Predicting Reading Strategy: Sections 1.2, 9.4, 24.1Build Reading Literacy/Teacher’s Edition: Chapter 15

Building Vocabulary Reading Strategy: Sections 3.1, 4.3, 5.1, 6.1, 7.1, 8.1, 13.1, 14.1, 15.2,16.2, 18.3, 20.1, 23.4

Identifying the Main Idea Reading Strategy: Sections 9.5, 12.1, 15.3, 16.1, 18.2, 19.1Build Reading Literacy/Teacher’s Edition: Chapter 10

Identifying Cause and Effect Reading Strategy: Sections 20.3, 21.3Build Reading Literacy/Teacher’s Edition: Chapter 9

Comparing and Contrasting Reading Strategy: Sections 1.5, 2.1, 5.2, 9.2, 10.2, 11.1, 17.1, 19.2, 22.1, 24.2Build Reading Literacy/Teacher’s Edition: Chapters 8, 23

Sequencing Reading Strategy: Sections 8.4, 22.3, 25.2Build Reading Literacy/Teacher’s Edition: Chapters 16, 25

Relating Text and Figures Reading Strategy: Section 23.1Build Reading Literacy/Teacher’s Edition: Chapter 7

Summarizing Reading Strategy: Sections 4.4, 7.2, 9.1, 13.3, 14.3, 16.3, 21.1, 23.3Build Reading Literacy/Teacher’s Edition: Chapters 5, 24

Outlining Reading Strategy: Sections 1.4, 2.3, 3.2, 3.3, 3.4, 7.3, 8.2, 9.3, 10.3,11.3, 12.4, 14.2, 20.2, 21.1, 25.3Build Reading Literacy/Teacher’s Edition: Chapter 12

Monitoring Your Understanding Reading Strategy: Sections 1.3, 4.1, 6.2, 8.3, 12.2, 12.3, 18.1, 22.2, 24.3Build Reading Literacy/Teacher’s Edition: Chapter 17


Graphic Organizers

Text and Teacher’s Edition Features

NY T23

Concept Maps and Web Diagrams Reading Strategy: Sections 2.2, 4.2, 4.4, 14.4, 16.3, 23.2Thinking Visually: Chapters 10, 11, 15, 17, 18, 19, 20, 22, 24, 25Build Reading Literacy/Teacher’s Edition: Chapter 10Build Vocabulary/Teacher’s Edition: Sections 2.1, 7.1, 7.3, 9.2, 11.2, 13.2,14.2, 15.2, 16.2, 17.2, 18.3, 19.2, 20.2, 21.2, 23.4, 24.2, 25.2

Compare-and-Contrast Tables Reading Strategy: Sections 2.1, 5.2, 9.2, 10.2, 11.1, 13.4, 19.2, 22.1, 24.2Thinking Visually: Chapter 23Build Reading Literacy/Teacher’s Edition: Chapters 8, 23Build Vocabulary/Teacher’s Edition: Section 20.2

Venn Diagrams Reading Strategy: Sections 1.5, 17.1Build Reading Literacy/Teacher’s Edition: Chapter 23Build Vocabulary/Teacher’s Edition: Sections 5.3, 20.3

Flowcharts Reading Strategy: Sections 8.4, 22.2, 22.3, 23.1, 25.2Build Reading Literacy/Teacher’s Edition: Chapters 9, 16, 25Build Vocabulary/Teacher’s Edition: Sections 13.2, 13.4

Cycle Diagrams Build Reading Literacy/Teacher’s Edition: Chapter 25Build Vocabulary/Teacher’s Edition: Sections 3.1, 6.1

Outlines Reading Strategy: Sections 1.4, 2.3, 3.2, 3.3, 3.4, 7.3, 8.2, 9.3, 10.3,11.3, 12.4, 14.2, 20.2, 21.2, 25.3Build Reading Literacy/Teacher’s Edition: Chapter 12

Tables Reading Strategy: Sections 1.1, 1.2, 1.3, 3.1, 4.1, 4.3, 5.1, 5.3, 6.1, 6.2,6.3, 7.1, 8.1, 8.3, 9.1, 9.4, 9.5, 10.1, 11.2, 12.1, 12.2, 12.3, 13.2, 14.1,14.3, 15.1, 15.2, 15.3, 16.1, 16.2, 17.2, 17.3, 18.1, 18.2, 18.3, 19.1,19.3, 20.1, 20.2, 21.1, 21.3, 23.3, 23.4, 24.1, 24.3, 25.1Thinking Visually: Chapter 21Build Reading Literacy/Teacher’s Edition: Chapters 2, 11, 14Build Vocabulary/Teacher’s Edition: Sections 5.1, 12.3, 22.3, 23.3, 24.1

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physical setting/earth science content progression setting/earth science content progression use the...

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