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Correlations to Standards by State by Academic Discipline

Massachusetts Curriculum Frameworks for Science and Technology -- Strand 1: Earth and Space Science

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Earth and Space Science -- Grades 6-8


Mapping the Earth

    1. Recognize, interpret, and be able to create models of the earth's common physical features in various mapping representations, including contour maps.

Earth's Structure

Heat Transfer in the Earth System

    3. Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through the earth's system.

    4. Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences among water, land, and atmosphere.

    • Temperature
      http://www.beyondbooks.com/ear81/8b.asp
    • Wind
      http://www.beyondbooks.com/ear81/8c.asp
    • Solar Effects
      http://www.beyondbooks.com/ear81/9b.asp
    • Jet Stream
      http://www.beyondbooks.com/ear81/9c.asp

Earth's History

    5. Describe how the movement of the earth's crustal plates causes both slow changes in the earth's surface (e.g., formation of mountains and ocean basins) and rapid ones (e.g., volcanic eruptions and earthquakes).

    • Plate Tectonics AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/2.asp

    6. Describe and give examples of ways in which the earth's surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and weathering.

    7. Explain and give examples of how physical evidence, such as fossils and surface features of glaciation, supports theories that the earth has evolved over geologic time.

The Earth in the Solar System

    8. Recognize that gravity is a force that pulls all things on and near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions.

    9. Describe lunar and solar eclipses, the observed moon phases, and tides. Relate them to the relative positions of the earth, moon, and sun.

    10. Compare and contrast properties and conditions of objects in the solar system (i.e., sun, planets, and moons) to those on Earth (i.e., gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions).

    11. Explain how the tilt of the earth and its revolution around the sun result in an uneven heating of the earth, which in turn causes the seasons.

    12. Recognize that the universe contains many billions of galaxies, and that each galaxy contains many billions of stars.

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Earth and Space Science Learning Standards for a Full First-Year Course in Grade 9 or 10


An asterisk (*) indicates core standards for integrated courses.

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1. Matter and Energy in the Earth System

Broad Concept: The earth has internal and external sources of energy. The sun is the major external source of energy while the primary sources of internal energy are generated through radioactive decay and gravitational attraction from the earth's original formation.

Broad Concept: Two fundamental energy concepts included in the earth system are gravity and electromagnetism.

    1.2 Describe the components of the electromagnetic spectrum and give examples of its impact on our lives.

    1.3 Describe the characteristics of waves (wavelength, frequency, velocity, amplitude).

    1.4 Describe the nature of the continuous emission and absorption spectrum that indicates the composition of stars.

Broad Concept: Global atmospheric processes are driven by energy from the sun, unequal heating between the equator and poles, the earth's rotation and revolution, and the influence of land and water. Human affairs can dramatically influence and be influenced by atmospheric phenomena.

    1.5 Explain how the transfer of energy through radiation, conduction, and convection contributes to global atmospheric processes, e.g., storms, winds. *

    1.6 Explain how the layers of the atmosphere affect the dispersal of incoming radiation through reflection, absorption, and reradiation.

    1.7 Provide examples of how the unequal heating of the earth and the Coriolis Effect influence global circulation patterns, and show their impact on Massachusetts weather and climate, e.g., convection cells, trade winds, westerlies, polar easterlies, land/sea breezes, mountain/valley breezes.

    1.8 Explain how the revolution of the earth and the inclination of the axis of the earth cause the earth's seasonal variations (equinoxes and solstices). *

    1.9 Describe how the inclination of the incoming solar radiation can impact the amount of energy received by a given surface area.

    1.10 Describe the various conditions associated with frontal boundaries and cyclonic storms (e.g., thunderstorms, winter storms [nor'easters], hurricanes, and tornadoes) and their impact on human affairs, including storm preparations.

Broad Concept: Oceans redistribute matter and energy around the earth, through surface and deepwater currents, tides, waves, and interaction with other earth spheres.

    1.11 Explain the dynamics of oceanic currents, including upwelling, density, and deep water currents, the local Labrador Current and the Gulf Stream, and their relationship to global circulation within the marine environment and climate. *

    1.12 Describe the effects of longshore currents, storms, and artificial structures (e.g., jetties, sea walls) on coastal erosion in Massachusetts.

    1.13 Explain what causes the tides and describe how they affect the coastal environment.

Broad Concept: Scientists use various instruments and methods to investigate the earth as a system.

    1.14 Explain how scientists study the earth system through the use of a combination of ground-based observations, satellite observations, and computer models of the earth system, and why it is necessary to use all of these tools together.

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2. The Earth's Sources of Energy

Broad Concept: Numerous earth resources are used to sustain human affairs. The abundance and accessibility of these resources can influence their use.

    2.1 Recognize, describe, and differentiate between renewable (e.g., solar, wind, water, biomass) and nonrenewable (e.g., fossil fuels, nuclear [Ura-235]) sources of energy.

    2.2 Explain the advantage and limitations of renewable sources of energy.

    2.3 Explain the advantage and limitations of nonrenewable sources of energy.

    2.4 Describe ways in which people have tried to control the use of renewable and nonrenewable sources of energy, e.g., scientific advances, prices.

    2.5 Describe the effects on the environment of using both renewable and nonrenewable sources of energy.

    2.6 Describe ways in which scientists are addressing effects on the environment of using both renewable and nonrenewable sources of energy, e.g., creation of new technologies.

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3. Earth Processes and Cycles

Broad Concept: Interactions among the lithosphere, hydrosphere, and atmosphere have resulted in ongoing evolution of the earth system over geologic time.

    3.1 Explain that weather is the most significant source of erosion and how both physical and chemical weathering lead to the formation of sediments and soils, affect the shape of rocks, and create specific landscapes depending on what weathering process is dominant under a specific climate.

    3.2 Describe how glaciers, gravity, wind, temperature changes, waves, and rivers cause weathering and erosion. Give examples of how the effects of these processes can be seen in our local environment. *

    3.3 Explain the nitrogen and carbon cycles and their roles in the improvement of soils for agriculture.

    3.4 Describe the evolution of the atmosphere.

    3.5 Describe how the oceans store carbon dioxide as dissolved HCO3 and CaCO3 precipitate.

Broad Concept: Water is continually being recycled by the hydrologic cycle through the watersheds, oceans, and the atmosphere by processes such as evaporation, condensation, precipitation, runoff, and infiltration. This life-giving cycle is continually and increasingly impacted by human affairs.

    3.6 Explain how water flows into and through a watershed, e.g., aquifers, wells, porosity, permeability, water table, capillary water, runoff. *

    3.7 Compare and contrast the processes of the hydrologic cycle including evaporation, condensation, precipitation, surface runoff and groundwater percolation, infiltration, and transpiration.

    • The Water Cycle AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear81/3.asp

Broad Concept: Rocks and minerals are continually being modified within the rock cycle.

    3.8 Describe the rock cycle, and the processes that are responsible for the formation of igneous, sedimentary, and metamorphic rocks. Compare the physical properties of these rock types. *

    • The Rock Cycle AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/7.asp

    3.9 Compare the physical properties and the mineral combinations found in rocks.

    • Minerals AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/6.asp

    3.10 Explain how the composition and arrangement of atoms determine a mineral's physical and chemical characteristics.

Broad Concept: Geologic time can be determined by analyzing rocks and fossils.

    3.11 Describe the absolute and relative dating methods used to measure geologic time, e.g., index fossils, radioactive dating, law of superposition, and cross-cutting relationships. *

    3.12 Describe the evolution of the solid earth in terms of the major geologic eras.

Broad Concept: The earth is a system of interacting spherical layers with each layer having distinct characteristic compositions, physical properties, and processes.

    3.13 Explain how seismic data is used to reveal the interior structure of the layered earth.

    3.14 Explain how seismic data is used to locate an earthquake epicenter.

    3.15 Recognize the magnitude values of earthquakes as measured by the Richter Scale and give examples of relative damage that would be incurred at each magnitude.

    3.16 Explain how the magnetic field of the earth is produced.

    3.17 Explain how the Van Allen Belts protect the biosphere

    3.18 Explain how paleomagnetic patterns, preserved in rocks, provide evidence of the earth's magnetic field over geologic time.

Broad Concept: Plate tectonics operating over geologic time have altered the features of land, sea, and mountains by both constructive and destructive processes.

    3.19 Trace the development of a lithospheric plate from its growing margin at a divergent boundary (mid-ocean ridge) to its destructive margin at a convergent boundary (subduction zone). Explain the relationship between convection currents and the motion of the lithospheric plates. *

    • Plate Tectonics AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/2.asp
    • The Mantle
      http://www.beyondbooks.com/ear82/1c.asp

    3.20 Relate earthquakes, volcanic activity, mountain building, and tectonic uplift to plate movements.

    • Plate Tectonics AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/2.asp
    • Earthquakes AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/3.asp
    • Volcanoes: Part 1 AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/4.asp
    • Volcanoes: Part 2 AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/ear82/5.asp

    3.21 Relate the effects of sudden seafloor movements to the generation of tsunamis.

    • Tsunamis
      http://www.beyondbooks.com/ear82/3e.asp

    3.22 Provide examples of how societies have been affected by tectonic activity (e.g., hazards from eruptions and earthquakes, bedrock type and soil conditions, building designs).

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4. The Origin and Evolution of the Universe

Broad Concept: The origin of the universe, between 10 and 20 billion years ago, remains one of the greatest questions in science.

    4.1 Explain the Big Bang Theory and discuss the evidence that supports it (background radiation, and Relativistic Doppler effect ~ red shift).

    4.2 Define the unit of distance called a light year.

Broad Concept: Gravity influences the formation and life cycles of galaxies, including our own Milky Way Galaxy, stars, planetary systems, and residual material left from the creation of the solar system. These objects move in regular patterns under the influence of gravity.

    4.3 Use the Hertzsprung-Russell Diagram to explain the life histories of stars.

    4.4 Compare and contrast the final three outcomes of stellar evolution based on mass (black hole, neutron star, white dwarf).

Broad Concept: Our solar system is composed of a star, planets, moons, asteroids, comets, and residual material left from the evolution of the solar system over time.

    4.5 Compare and contrast the motions of rotation and revolution of orbiting bodies, e.g., day, year, solar/lunar eclipses. Describe the influence of gravity and inertia on these motions.

    4.6 Explain Kepler's Laws of Motion.

    4.7 Compare and contrast the various instrumentation used to study deep space and the solar system, e.g., refracting telescope, reflecting telescope, radio telescope, spectrophotometer.

    4.8 Explain how the sun, earth, and solar system formed from a nebula of dust and gas in a spiral arm of the Milky Way Galaxy about 4.6 billion years ago. *

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