Learning Intentions by Unit
UNIT 1: What is Geoscience?
1.1 Geoscientists serve society by finding solutions for society's needs and understanding how the Earth works.
Discuss the role geoscience plays in finding solutions for societal problems.
1.2: The challenge of society is finding a balance of the three E's (energy, economy, environment)
Explain how government agencies, economic leaders, and geoscientists work together to find a balance between maintaining a strong economy, protecting the environment, and reducing the consumption of energy.
1.3: Geoscience research takes on many forms, technologies, and methodologies to better understand the workings of the Earth. (3 evidences required)
Read at least three articles related to current research performed by geoscientists. Describe their research, methodologies, tools, data, and findings of the research. Include discussion on the impact and greater meaning of the research and what it means for human society.
1.4: Geoscientist Research Interview
Interview (either verbally or by email) a geoscientist about their research and its larger impact on society and the scientific community.
UNIT 2: The Earth is 4.5 Billion Years Old
2.1: Geologic Time
Be able to read the geologic time scale and identify each of the four major eons of geologic time. Describe key geologic and biological characteristics of each of the four major eons. Also explain how mass extinctions are used as boundaries between the eons and discuss how each of the mass extinctions occurred and how that affected life on Earth.
2.2: Relative Geologic Dating Methods
Discuss how geologists use the Law of Uniformitarianism and its seven principles to explain the order of past geologic events when looking at a cross-section of the geology.
**NOTE** Target 2.2 & 2.3 should be done together
2.3: Absolute Dating Methods
The oldest known rocks on Earth's surface have been dated to 3.96 billion years. But how do scientists actually "know" this age? Describe how scientists use various forms of radio isotopic dating to find "exact" ages of rocks. Discuss the limitations and requirements of each method and explain why geologists must use either igneous or metamorphic rocks.
2.4: The present is the key to the past.
Research a unique geologic structure or region and provide an in-depth summary of its geologic history. Discuss how the current geology is used to understand the past environment(s) of the structure/region.
UNIT 3: Geochemical Systems
3.1: Geochemical Cycles & Energy Transfer (3 evidences required)
Research one of the geochemical cycles and discuss each of the following concepts:
(a) Interaction with the Geosphere
(b) Flow of Energy
(c) Applications
(d) Codependence with other Cycles
Geochemical Cycle Options:
(1) Carbon Cycle
(2) Convection Cycle
(3) Nitrogen Cycle
(4) Oxygen Cycle
(5) Phosphorous Cycle
(6) Rock Cycle
(7) Water Cycle
UNIT 4: Earth is Continuously Changing
4.1: Earth's material continuously changes through small and large, continuous and sporadic, and gradual and catastrophic processes.
Categorize changes within the Earth geosystems as small or large scale, continuous or sporadic, and gradual or catastrophic. Provide multiple examples of each to build a better picture of how Earth is in continuous flux.
4.2: Plate tectonics is a relative new theory and plays a major role in the changing of Earth's surface.
Discuss the development of the plate tectonics theory as a composite of Continental Drift and Seafloor Spreading. Include an explanation on the technological limits of both Continental Drift and Seafloor Spreading, especially how the historical context of WWII led to the discovery of several pieces of evidences used to explain Seafloor Spreading. Describe each of the three major types of plate boundaries (convergent, divergent, & transform) and their mechanisms. Explain how each of these boundaries create unique crustal landscapes.
4.3: The landforms today are a result of interplay between processes that form and uplift new crust and processes that destroy and depress the crust.
Apply the concepts of plate tectonics and geochemical cycles to provide an explanation for the current state of a particular landscape feature, such as the Grand Canyon, Yosemite, or the Midwest landscape.
UNIT 5: Earth is the Water Planet
5.1: Where is all the water?
Earth is roughly 75% water, yet many claim that there is a significant water shortage for the entire human population. How much of the water on Earth is readily available for human consumption. Investigate the distribution of water across the globe to build a better understanding of where is all of the water.
5.2: Unique chemical & physical properties of water
Water is referred to as the universal solvent. Describe the unique chemical and physical properties of water, which allows it to sustain life, stabilize global climate systems, and dissolve nearly everything.
5.3: Water as a natural resource
Discuss the challenges and solutions human civilization has developed throughout time to manage water as a natural resource. Include discussion on the importance of access to water in terms of maintaining health, increased trade, and irrigation for crops. Discussion should also include how civilizations have depended and later controlled excess water through flooding.
UNIT 6: Evolution & Extinction
6.1: Living organisms evolve/adapt due to several factors.
Describe the various natural factors which drive species to evolve or adapt. Explain how each factor plays a role in the evolution of life on Earth.
6.2: Life has become more complex over geologic time.
Mass extinctions are a necessary evil and part of the natural process. A benefit of mass extinctions is a renaissance of biodiversity. Describe how the complexity of life has changed over geologic time to its current status. What evidence do we see in modern DNA which was derived from earlier survival of species?
UNIT 7: Natural Resources
7.1: Access to natural resources has made and broke civilizations throughout history.
Explore early human civilizations through the lens of natural resources. Access to natural resources is often limited by local geology and geography. Choose a particular civilization and explain the resources of that civilization led to its expansion, OR how the lack of certain resources led to its eventual downfall.
7.2: Natural resources have shaped human exploration and migration throughout history.
Human exploration has been most often attributed to natural human curiosity to see what's just over the horizon. However, when viewed through the lens of natural resources, human exploration and migration is greatly tied to the search for new resources.
7.3: Geoscientists play an important role in locating new natural resources reserves, creating new harvesting technologies, and influencing proper management of natural resources.
Geoscientists are crucial in locating, harvesting, and managing natural resources. Discuss current research in terms of how a particular resources is located, harvest techniques, or refinement.
7.4: Every resource used by humans must be harvested, processed, and transported before it is ready for use.
Choose a mineral or other natural resource of your choice and fully describe the process from locating the resource, harvesting the resource, and processing the resource. Include discussion on how the resource is transported during each step and how it is changed from raw material to useful material in the economic world.
UNIT 8: Natural Hazards
8.1: Natural hazards result from natural Earth processes (either sudden or gradual), and have shaped the history of human civilization.
Every natural hazard can be explained as a series of processes leading up to the event. Describe the "life" cycle" of the natural hazard. How, and where, does it occur? What conditions are necessary? How has that particular natural hazard significantly affected civilizations in the past?
8.2: Humans cannot prevent natural hazards but must adapt to reduce the impacts of natural hazards.
Humans often believe that we can control nature, bending it meet our needs. However, natural hazards are humbling reminders of our limited abilities. Discuss how humans have adapted to living in areas prone to the natural hazard you chose in ESS.8.1. How have cities changed to limit the impact of the natural hazard, such as building codes, improved infrastructure, early detection, etc.
8.3: Human activity has increased both the frequency and severity of natural hazards.
On the surface, it may not seem obvious how humans influence the frequency and severity of natural hazards. However, after a closer look, you may start to realize that human activity great impacts the severity of natural hazards. For example, an increase in CO2 in the atmosphere leads to a warmer atmosphere, which in turn warms the oceans. This increase the frequency and strength of hurricanes. Cities have reduced the severity of earthquakes by improving building codes, which are designed for buildings to move with the seismic waves, resulting in few injuries and deaths.
Based on your choice of a natural hazard for ESS.8.1, describe how human activity has influenced the frequency and/or severity of the natural hazard. How have cities/countries designed their infrastructure to withstand natural hazards in a method to limit its impact?
UNIT 9: Humans Impact the Earth
9.1: Human activities have greatly altered the landscape, severely impacting the environment.
(3 evidences required)
Discuss how human activities (past & present) have greatly altered the landscape, impacting the environment.
9.2: Geoscientists play a significant role in reducing environmental impact from human activities for a more sustainable future. (3 evidences required)
Discuss the current research of geoscientists and how their research improves the human condition through reducing environmental impact and developing more sustainable techniques.