Earth Science

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.

1. 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.

3. 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.

1. Students can identify other factors
   [besides latitude] that may influence the climate of an area [e.g., elevation, presence of mountains

].

2. 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.

1. 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.

1. 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.

1. 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

.

3. 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.

1. 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.