13
MAP OF STANDARDS QTR 4
6a. Students know
weather
(in
the short run) and climate (in the long run) involve the transfer of energy
into
and out of the atmosphere.
- Students can explain the difference between weather and climate
[“Climate
is what you expect, and weather is what you get.”]. 2. Students can define humidity
and can
explain how it is determined by evaporation
and precipitation
of water.
- Students can discuss how winds
are
generated by differences in pressure
and
temperature
driven by unequal
transmission and absorption
of solar
[heat
] ener
gy
.
6b.
Students know
the effects on
climate of latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents.
- Students can identify other factors
[besides latitude] that may influence the climate of an area [e.g., elevation, presence of mountains
].
- Students can explain how proximity to a large body of water [oceans, lakes] can lead to a less variable climate. 3. Students can relate the temperate climate of coastal regions to the high specific heat of water
.
6c.
Students know
how Earth’s
climate has changed over time, corresponding to changes in Earth’s geography
,
atmospheric composition,
and
other factors, such as solar radiation and plate movement.
- Students can describe the changes that have happened to Earth’s climate over time and explain the causes of such changes. 2. Students can explain the effect of human activity on CO
emission 2
s and how this
can lead to global warming
.
7a.
Students know
the
carbon cycle
of
photosynthesis and respiration
and the
nitrogen cycle.
- Students can explain how Carbon changes form as it moves from abiotic to biotic components in the carbon cycle. 2. Students can explain how Nitrogen changes form as it moves from abiotic to biotic components in the carbon cycle. 3. Students can identify what happens in such processes as nitrogen fixation, photosynthesis, and respiration.
4. Students can identify the role of Nitrogen-fixing bacteria
in the Nitrogen
cycle.
7b. Students know the global carbon cycle: the different physical and chemical forms of carbon
in the
atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs
.
7c. Students know the movement of matter among reservoirs
is driven by
Earth’s internal and external sources of energy.
- Students can explain the source of energy that drives the Carbon cycle. 2. Students can enumerate the various reservoirs of Carbon on Earth: biomass, oceans, atmosphere and fossil fuels
.
- Students can identify the form of Carbon
present in each of these
reservoirs. 4. Students can explain how the release of Carbon
from the burning of fossil
fuels has impacted climatic conditions
on
Earth.
Climate and Biogeochemical Cycles
Science Standards and Frameworks, pg. 270-274, 276-
California Geolog
y
9a. Students know the resources of major economic importance in California and their relation to California’s geology 9b. Students know the principal hazards in different Californi
a regions and the
geologic basis of those hazards. 9c. Students know the importance of water to society, the origins of California’s fresh water and the relationship between supply and need.
- Students can list the different resources important to California and explain how these resources [agriculture, natural gas, oil, gold] are related to the state’s geology. 2. Students can identify the many natural hazards California is subject to, which includes: flooding, earthquakes, volcanic activities, landslides and erosions, tsunamis, etc. 3. Students can explain why water is an important resource in California and identify what constitutes major reservoir of water for the State. 4. Students can describe the kinds of water projects that ensure that water is available to the Southern part of the State.