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Earth Science

SISD Standards

Science as Inquiry and Process

The student demonstrates understanding of the process of science by:

E.1 Asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating

E.2 Reviewing pertinent literature, hypothesizing, making qualitative and quantitative observations, controlling experimental variables, analyzing data statistically (i.e., mean, median, mode), and using this information to draw conclusions, compare results to others, suggest further experimentation, and apply student’s conclusions to other problems (L)

E.3 Recognizing and analyzing multiple explanations and models, using this information to revise student’s own explanation or model if necessary (L)

Students demonstrates an understanding of the attitudes and approaches to scientific inquiry by:

E.4 Examining methodology and conclusions to identify bias and determining if evidence logically supports the conclusions. [11] SA2.1 evaluating the credibility of cited sources when conducting the student’s own scientific investigation (L)

The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by:

E.5 Conducting research and communicating results to solve a problem (e.g., fish and game management, building permits, mineral rights, land use policies) (L)

Earth Science Content

The student demonstrates an understanding of geochemical cycles by:

E.6 Describing their inter-relationships (i.e., water cycle, carbon cycle, oxygen cycle)

E.7 Using a model to explain the processes (i.e., formation, sedimentation, erosion, reformation) of the rock cycle

E.8 Creating a model to demonstrate the rock cycle (L)

E.9 Identifying common rock types based on mineral composition and textures. (i.e., hardness, color, streak, and cleavage)

E.10 Understanding how to identify major rock-formations and ore minerals based on physical and chemical properties of igneous, sedimentary, and metamorphic rocks

E.11 Understanding the differences between renewable and non-renewable resources

E.12 Understanding geologic processes (Tectonic forces, subduction, rifting, sea floor spread, continental collision, faulting, folding, volcanism, metamorphism, weathering, erosion, deposition, and sedimentation) and how geologic processes formed different parts of Alaska

E.13 Integrating knowledge of the water cycle and biogeochemical cycling to explain changes in the earth’s surface (L)

The student demonstrates an understanding of how the forces that shape Earth by:

E.14 Understanding the varied relationships between, water, geologic processes and human actions and the results of these interactions through:

- Development of Karst topography

- Groundwater zones including the water table, zone of saturation, and zone of aeration.

- Identification of sources of fresh water including rivers, springs, and aquifers

- The water cycle and how it affects the earths surface, including soil erosion

- Dependence of most living organisms on fresh water resources and the affect of human usage on water quality

- Watersheds, with emphasis on local watershed

- Identifying the dynamic relationship between erosion and deposition (including human caused), and how they shape the earth’s surface

- Describing how the dynamic nature of the earth's surface is explained by the theory of Plate Tectonics.

The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth’s position and motion in our solar system by:

E.15 Describing causes, effects, preventions, and mitigations of human impact on climate

E.16 Exploring causes and effects related to phenomena (e.g., the aurora, solar winds, Coriolis Effect) (L)

E.17 Characterizing of the sun and other stars, planets and their moons, comets, meteors, and asteroids

The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by:

E.18 Recognizing phenomena in the universe (i.e., black holes, nebula)

E.19 Explaining that the position of stars changes in the expanding universe

E.20 Using evidence to explain how the position of stars change in the expanding universe (stellar evolution)

E.21 Describing the Big Bang Theory

E.22 Describing the Big Bang Theory and exploring the evidence that supports it (L)

The student will demonstrate that energy transfer between the sun and the Earth and its atmosphere drives weather and climate on Earth by:

E.23 Observation and collection of weather data (L)

E.24 Predicting weather patterns (L)

E.25 Identifying causes of severe weather occurrences such as tornadoes, hurricanes and major storms (L)

E.26 Understanding weather events and the factors that affect climate including radiation and convection (L)

Science and Technology

The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by:

E.27 Identifying that progress in science and invention is highly interrelated to what else is happening in society (e.g., development of NASA, and advancements in technology have changed our concept of the composition and processes of the earth (sonar, etc)

E.28 Researching how social, economic, and political forces strongly influence which technology will be developed and used (e.g., influence of society on development of telescope) (L)

The student demonstrates an understanding that solving problems involves different ways of thinking by:

E.29 Questioning, researching, modeling, simulating, and testing multiple solutions to a problem (L)

The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by:

E.30 Researching a current problem, identifying possible solutions, and evaluating the impact of each solution (L)

Cultural, Social, Personal Perspectives, and Science

The student demonstrates an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives by:

E.31 Analyzing the competition for resources by various user groups to describe these interrelationships

E.32 Investigating the influences of societal and/or cultural beliefs on science (L)

The student demonstrates an understanding of the bases of the advancement of scientific knowledge by:

E.33 Using an account of an event to recognize the processes of science used by historically significant scientists (e.g., Goodall, Watson, and Crick, Newton)

E.34 Describing the importance of logical arguments (i.e., thought experiments by Einstein, Hawking, Newton)

E.35 Accounting a historic event related to earth science to recognize the processes of science used by historically significant scientist (e.g., Alfred Wegner, Kepler, Galileo, Copernicus)

History and Nature of Science

The student demonstrates an understanding of changes in historical perspectives of science by:

E.36 Describing how those perspectives (i.e., cultural, religious, philosophical) have impacted the advancement of science

The student demonstrates an understanding that scientific knowledge is ongoing and subject to change by:

E.37 Using experimental or observational data to evaluate a hypothesis

E.38 Investigating instances when scientists’ observations were not in accord with prevailing ideas of the time

The student demonstrates an understanding that the advancement in science depends on curiosity, creativity, imagination, and a broad knowledge base by:

E.39 Recognizing the role of these factors on scientific advancements

Nick Higson,
Aug 23, 2011, 10:26 PM