Correlation and documentation in support of McDougal ... · Correlation and documentation in...

5/20022003

for Earth Science

Correlation and documentation in support of

McDougal Littell’sbid of

TABLE OF CONTENTS

I. Narrative explaining how Earth Science addresses the Tennessee Science Standards.........................................................................................................1

Correlation to:• Tennessee Class Safety Rules Guideline ............................................................................................3• Tennessee’s Components and Themes of Science Education .............................................................13• Tennessee Curriculum Standards for Earth Science ..........................................................................39

II. Narrative explaining how Earth Science addresses the National Science Education Standards..........................................................................................97

III. Narrative explaining how the Earth Science program design addresses the Project 2061 Criteria for Instruction..................................................................98

IV. Narrative explaining the various assessment components of Earth Science .............................................................................................................................100

1

I. Earth Science and the Tennessee Science Standards

Earth Science helps students develop a basic understanding of the Earth and its place inthe Universe, atmospheric cycles, and Earth’s features and resources.

Earth Science presents the theme that the Earth is part of a system of interacting spheresthat follow basic principles of order. An introductory chapter, The Earth as a System,teaches students to understand the connections between physical, chemical, andbiological processes. The continual movement of energy among the four spheres(atmosphere, biosphere, geosphere, and hydrosphere) is emphasized. The Earth Scienceprogram provides opportunities to relate subsequent chapter content to this theme injournal exercises and Writing about the Earth System, a chapter-end activity that helpsstudents communicate their ideas. Many illustrations are included in the text to helpstudents clearly visualize the cyclical aspects of earth science (pp. 14-15, 119, 367). Inaddition, each text unit contains The Earth System and the Environment; a lessondesigned to stimulate students’ thinking about the relationship of particular aspects of theEarth system.

Unit 8, Earth’s History, presents the Earth’s geologic time scale based on evidencepreserved in rock record. Students learn how scientists use rock sequences, fossils, andradioactive isotopes to estimate geologic time and appreciate how the Earth has changedover time. In this unit students are asked to discuss what they think about the patterns ofhuman migration. The program provides students with an awareness of how scientificmethods evolve to learn more about the Earth, its people, and the Universe.

The importance of scientific inquiry is taught in Chapter 2. Students learn the differencesamong hypothesis, theory, and law. Students have the opportunity to learn, practice, andapply skills of observing, questioning, collecting data, analyzing, explaining, andcommunicating in the lab activities, mini-labs, and map activities throughout theprogram. Additional opportunities to practice science process skills are presented in theScientific Thinking features, Section Reviews, and Chapter Reviews. Students exploremodeling, mapmaking technology and topographical maps as they continue in Unit 1.They develop abilities to acquire scientific knowledge using the text information andillustrations.

Learning expectations for each text section are clearly stated in the Planning Guide foreach chapter in the Teacher’s Edition and in the margin before each lesson. The contentis complete and reliable. The objectives of the Earth Science program incorporate theconcepts and skills identified in the National Science Standards.

Each unit presents a theme that unifies chapter content. These unifying themes arediscussed at the beginning of each unit. For example, Unit 2, Earth’s Matter, stresseshow Earth can be studied as a system where matter and energy of one sphere interact withmatter and energy of others. This unit covers Earth’s structure and motion, the formationof rocks and minerals, Earth’s resources and conservation topics. The theme of Unit 5 isAtmosphere and Weather. The teacher is directed to emphasize the dynamic processesand interactions that help maintain equilibrium with respect to energy on our planet.Unifying themes help students to understand the connective aspects of scientificprinciples.

2

Earth Science includes opportunities for students to appreciate historical, cultural, andtechnological perspectives. Historical evidence is referenced when appropriate. Forexample, the early theories regarding plate movements are discussed in Chapter 8.Tracing the beginnings of oceanography to current ocean research is presented in Chapter22. The human perspective is always considered.

The Science and Technology feature presents the technical applications of Earth scienceconcepts. For example, Extreme Science: Flying into the Storm discusses howhurricane hunters actually fly planes equipped with meteorological equipment into stormsto gather valuable statistics for the National Hurricane Center. There are sixteen of theseinteresting lessons in the program. Students are directed to respond with their thoughts onthe subjects in their science notebooks.

Students are frequently given the opportunity to perform computations in the EarthScience program. Lab Activities (pp. 34, 84, 112), Section Reviews (pp. 47, 74, 187), andMap Activities (p. 58) often require the student to use math skills to complete theexercise.

Technology is referenced in each Chapter Planning Guide and in the text at point-of-use. Students are directed to the McDougal Littell Internet site, Exploring Earth, whichwas developed by TERC and funded by the National Science Foundation. This site isaccessed through the McDougal Littell Web site, www.mcdougallittell.com. At the site,students engage in inquiry–based explorations including visualizations, animations,investigations, current events, career information, and real-world connections throughlinks to local data and issues. Exploring Earth provides opportunities to practice skills ininteractive activities such as plotting volcanic activity (Chapter 9) and tracking ahurricane (Chapter 20). The visualizations are also available on CD-ROM for thoseschools that do not have Internet access. Additional technology components include thefollowing:

• Test Generator CD-ROM• Electronic Teacher Tools• Online Lesson Planner

Science and society topics are plentiful in the Earth Science program. Included are thirty-one lessons focusing on science and society issues and careers. Science and Societylessons foster positive attitudes about science by presenting real-world situations and thescientific contributions that affected them. For example, in the Predicting Eruptions,Saving Lives lesson (p. 205), students consider how monitoring seismic activity maysave lives. Upwelling the Anchovies off Peru (p. 540) discusses the global economiceffects of El Niño in 1972. Who Will Stop Acid Rain? (p. 407) discusses the sources,the effects, and some of the political responses to control acid rain. Interactive extensioninvestigations for Science and Society lessons are available on the Web site. Careertopics include a wide variety of careers related to earth science. Additional information isincluded on the Web site.

See the following correlation for further details regarding how Earth Science addressesthe Tennessee Science Standards.

PE=Pupil’s Edition; TE=Teacher’s Edition 3

Earth Science © 2003

correlated to the

Tennessee Class Safety Rules Guideline(Middle or High School)

Rules of Conduct in the Laboratory

1. Always maintain a business-like attitude.

Category 1 (Essential Components)PE: Safety in the Earth Science Laboratory, XXII-XXIII

Category 2 (Free on bid)TE: XXII, 11, 21, 39, 74, 85, 107, 113, 130, 139, 150, 151, 161, 200, 213, 240,

275, 285, 302, 313, 335, 355, 370, 385, 393, 409, 423, 431, 441, 472, 479,493, 505, 527, 545, 567, 578, 583, 637, 661, 687

Laboratory Manual:Safety in the Earth Science Laboratory, VI-VII

2. Never engage in practical jokes.


Category 2 (Free on bid)TE: XXII

Laboratory Manual:Safety in the Earth Science Laboratory, VI

3. Never bring food or drink into the laboratory room.

Category 1 (Essential Components)PE: Safety in the Earth Science Laboratory, XXII


Laboratory Manual:Safety in the Earth Science Laboratory, VI; Chapter 14, Lab Activity A:Cleaning Polluted Water, 65

Earth Science © 2003 correlated to theTennessee Class Safety Rules Guideline (Middle or High School)


4. Dispose of wastes as indicated by the teacher.

Category 1 (Essential Components)PE: Safety in the Earth Science Laboratory, XXIII

Category 2 (Free on bid)TE: XXIII

Laboratory Manual:Safety in the Earth Science Laboratory, VII

5. NEVER return unused reagents to stock bottles.

Category 1 (Essential Components) PE: Safety in the Earth Science Laboratory, XXIII



6. Follow directions carefully using only the amount of materials called for--more is NOTalways better.

Category 1 (Essential Components) PE: Safety in the Earth Science Laboratory, XXII



7. Wash your hands thoroughly after each and every laboratory session.


Category 2 (Free on bid) TE: XXIII, 263




8. Always leave your laboratory station clean and dry.

Category 1 (Essential Components) PE: Safety in the Earth Science Laboratory, XXII-XXIII

Category 2 (Free on bid)TE: XXII-XXIII, 285, 302, 320, 345, 370


9. Be sure water and gas outlets are turned off completely after use.




10. Whenever you are unsure of a procedure, ask the teacher for help.


Category 2 (Free on bid)TE: XXII-XXIII


11. You will pay for any damage or breakage except for accidents.

Category 1 (Essential Components) PE: The opportunity to address this standard is found in:

Safety in the Earth Science Laboratory, XXII-XXIII

Category 2 (Free on bid)TE: The opportunity to address this standard is found on: XXII-XXIII

Laboratory Manual:The opportunity to address this standard is found in:Safety in the Earth Science Laboratory, VI-VII



Safety in the Laboratory:

Your personal safety and that of others working near you depend upon the care withwhich you observe the rules listed below. Become familiar with these rules and followthem AT ALL TIMES.

1. Know where fire extinguishers and fire blankets are and how to use them.




2. Know the location of the safety shower and eyewash fountain and how to use them.




3. ALWAYS wear appropriate eye protection when conducting an experiment.

Category 1 (Essential Components) PE: Safety in the Earth Science Laboratory, XXII – XXIII; Lab Activity:

Making Impact Craters, 566

Category 2 (Free on bid)TE: XXII, 74

Laboratory Manual:Safety in the Earth Science Laboratory: VI – VII; Chapter 1 Lab Activity:Observations of an Earth Manual; Chapter 5 Lab Activity A: Growing Crystals,17; Chapter 5 Lab Activity C: Mineral Identification, 23; Chapter 9 InquiryActivity B: How Does Silica Affect Viscosity, 43; Chapter 12 Inquiry ActivityA: Weathering of Rock Materials, 51; Chapter 12 Inquiry Activity B: Salinizationof Soils, 53; Chapter 13 Inquiry Activity: Particle Size and Settling Rate, 55;Chapter 14 Lab Activity A: Porosity, Permeability, and Capillarity, 61; Chapter14 Lab Activity B: Cleaning Polluted Water, 65; Chapter 16 Lab Activity:Effects of Blowing Winds, 71; Chapter 19 Lab Activity B: Evaporation and Wind,85; Chapter 28, Lab Activity A: The Simple Spectroscope, 119



4. Contact lenses can cause an eye hazard so should not be worn during certainlaboratories involving chemicals.



Category 2 (Free on bid)TE: The opportunity to address this standard is found on: XXII-XXIII

Laboratory Manual:The opportunity to address this standard is found in:Safety in the Earth Science Laboratory, VI – VII; Chapter 5, Lab Activity A:Growing Crystals, 17; Chapter 12, Lab Activity: Weathering of Rock Materials,51; Chapter 14, Lab Activity B: Evaporation and Wind. 65; Chapter 28, LabActivity A: The Simple Spectroscope, 119

5. Appropriate protective aprons or smocks should be worn when conductingexperiments.

Category 1 (Essential Components) PE: Safety in the Earth Science Laboratory, XXII – XXIII;

Lab Activity: Observing Greenhouse Gasses, 478


Laboratory Manual:Safety in the Earth Science Laboratory, VI – VII;Chapter 5, Lab Activity A: Growing Crystals, 17;Chapter 5, Lab Activity C: Mineral Identification, 23;Chapter 12, Lab Activity A: Porosity, Permeability, and Capillarity, 61;Chapter 19, Lab Activity B: Evaporation and Wind, 5; Chapter 12, InquiryActivity B: Salinization of Soils, 53

6. Do not wear long, loose sleeves or a loose laboratory coat in the laboratory.



Laboratory Manual:Safety in the Earth Science Laboratory, VI – VII;Chapter 16, Lab Activity: Effects of Blowing Winds, 71



7. If you have long hair, tie it back while working in the laboratory.



Laboratory Manual:Safety in the Earth Science Laboratory, VI – VII;Chapter 16, Lab Activity: Effects of Blowing Winds, 71

8. Bracelets, dangling jewelry, and ties should be removed before working in thelaboratory.




9. Only perform experiments that have been approved by your teacher.




10. Notify your teacher of any accident, no matter how minor it may seem to you.






11. NEVER ingest anything in the laboratory unless instructed to do so by your teacher.



Laboratory Manual:Safety in the Earth Science Laboratory, VI – VII;Chapter 14, Lab Activity A: Porosity, Permeability, Capillarity, 65

12. NEVER use flammable liquids near an open flame.




13. NEVER pour a flammable liquid in the sink.




14. NEVER leave a flame unattended.






15. Read the labels on ALL reagent bottles twice before using them, noting allprecautions.


Safety in the Earth Science Laboratory, XXIII


Laboratory Manual:The opportunity to address this standard is found in:Safety in the Earth Science Laboratory, VII

16. If an acid or base spills, immediately notify your teacher.



Laboratory Manual:Safety in the Earth Science Laboratory, VI – VII;Chapter 5, Lab Activity C: Mineral Identification, 25

17. When diluting acids always put the acid into water. REMEMBER A to W!



Laboratory Manual:Safety in the Earth Science Laboratory, VI – VII;Chapter 5, Lab Activity C: Mineral Identification, 25



18. When inserting glass tubing, a glass rod, or a thermometer into a rubber stopper orrubber tubing, always protect your hands with several thick layers of cloth andalways lubricate the glass before inserting the glass into the stopper or tubing.




19. When heating the contents of a test tube, keep it tilted and moving in the flame withthe mouth pointed away from yourself and your neighbors.




20. When investigating odors, always waft the odor toward your nose.


Category 2 (Free on bid)TE: XXII, 74




21. ALWAYS stand at your lab table--NEVER sit when dangerous chemicals areinvolved.




Laboratory Manual:The opportunity to address this standard is found in:Safety in the Earth Science Laboratory, VI-VII

22. Do not touch the laboratory tabletops with your hands. Assume the tabletops aredangerous.







correlated to

Tennessee’s Components and Themes of Science Education

Processes of Science GoalTo enable students to apply the processes of science by posing questions andinvestigating phenomena through the language, methods, and instruments of science.

Theme: 1.1 ObservingSenses are used to develop an awareness of events or objects and their properties.

Category 1 (Essential Components)PE: Mini Labs: 11, 56, 74, 107, 130, 150, 175, 200, 219, 240, 263, 285,

302, 345, 370, 393, 423, 441, 493, 516, 637, 557, 578, 592, 616, 657,680; Lab Activities: 20-21, 38-39, 84-85, 112-113, 138-139, 160-161, 230-231, 274-275, 312-313, 334-335, 354-355, 384-385, 408-409, 430-431, 478-479, 504-505, 536-527, 544-545, 566-567, 582-583, 606-607, 636-637, 660-661, 686-687; Map Activities: 58-59,188-189, 208-209, 246-247, 294-295, 460-461

Category 2 (Free on bid)TE: 5, 8, 13, 15, 17, 26, 28, 29, 32, 45, 54, 72, 82, 91, 94, 110, 118, 127,

128, 129, 133, 136, 149, 152, 172, 174, 180, 194, 202, 259, 265, 284,290, 302, 319, 322, 324, 332, 341, 342, 369, 374, 379, 380, 394, 397,414, 417, 419, 448, 456, 469, 492, 497, 519, 523, 534, 557, 562, 564,575,604, 614, 608, 621, 623, 643, 650, 657, 670, 676, 679

Laboratory Manual:Chapter 1, Lab Activity: Observation of an Earth Material, 1;Chapter 5, Lab Activity A: Growing Crystals, 17; Chapter 5, LabActivity C: Mineral Identification, 23; Chapter 6, Lab Activity: RockIdentification, 27; Chapter 12, Lab Activity A: Weathering of RockMaterials, 51; Chapter 12, Lab Activity B: Salinization of Soils, 53;Chapter 14, Lab Activity B: Cleaning Polluted Water, 65;Chapter 16, Lab Activity: Effects of Blowing Winds, 71; Chapter 18, LabActivity: Dew Point and Relative Humidity, 81; Chapter 19, LabActivity B: Evaporation and Wind, 85; Chapter 28, Lab Activity A: TheSimple Spectroscope, 119

Formal Assessment: Chapter 2: Test

(continued on next page)

Earth Science © 2003 correlated toTennessee’s Components and Themes of Science Education


Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Formal Assessment: Chapter 2: Test

Theme: 1.2 QuestioningDevelopment of an inquisitive mind and the effective use of questioning techniquesfurthers the acquisition of information.

Category 1 (Essential Components)PE: Lab Activity: Analysis and Conclusions, 21, 39, 85, 113, 139, 161,

231, 275, 313, 335, 355, 385, 409, 431, 479, 505, 527, 545, 567, 583,607, 637, 661, 687; Map Activities: Analysis and Conclusions, 59,189, 193, 209, 247, 294, 461; Critical Thinking: 7, 12, 18, 23, 33,41, 47, 51, 57, 61, 74, 78, 83, 84, 102, 107, 111, 115, 120, 126, 131,137, 141, 147, 153, 159, 163, 175, 179, 181, 187, 191, 198, 201, 207,211, 216, 221, 226, 229, 233, 241, 245, 277, 286, 289, 292, 297, 305,307, 311, 315, 320, 325, 328, 333, 337, 343, 347, 353, 357, 368, 373,377, 382, 395, 401, 406, 411, 421, 425, 459, 433, 468, 444, 449, 453,459, 463, 467, 473, 477, 481, 491, 494, 498, 502, 507, 516, 521, 525,529, 535, 539, 543, 547, 560, 565, 569, 576, 580, 585, 592, 598, 601,605, 609, 616, 624, 630, 635, 639, 654, 663, 671, 677, 680, 685, 689

Category 2 (Free on bid)TE: 3, 21, 25, 39, 43, 59, 69, 85, 89, 113, 117, 139, 143, 161, 189, 193,

209, 213, 231, 235, 247, 257, 275, 279, 294, 299, 313, 317, 335, 339,355, 365, 385, 389, 409, 413, 431, 465, 461, 465, 479, 489, 505, 509,527, 531, 545, 555, 567, 571, 583, 587, 607, 611, 637, 347, 661, 665,687; Critical Thinking on the following pages shows effective use ofquestioning: 7, 12, 18, 19, 23, 33, 34, 37, 41, 47, 51, 53, 57, 61, 72,74, 76, 78, 83, 87, 98, 102, 107, 111, 115, 120, 123, 124, 125, 126,131, 137, 141, 146, 147, 153, 158, 159, 163, 175, 179, 181, 182, 183,187, 191, 198, 200, 201, 203, 206, 207, 211, 216, 221, 226, 229, 233,239, 241, 244, 245, 249, 273, 277, 286, 289, 291, 292, 297, 301, 305,306, 307, 311, 315, 320, 323, 325, 328, 333, 337, 343, 347, 353, 357,368, 373, 376, 377, 382, 387, 392, 393, 395, 401, 404, 406, 411, 415,421, 425, 428, 429, 433, 438, 444, 449, 451, 453, 459, 463, 467, 473,476, 477, 481, 491, 494, 498, 502, 507, 515, 521, 525, 529, 535, 539,543, 547, 558, 559, 560, 563, 565, 569, 575, 576, 580, 585, 590, 592,598, 601, 605, 609, 616, 624, 627, 630, 632, 635, 639, 652, 654, 658,663, 667, 668, 669, 671, 674, 677, 679, 680, 683, 684, 685, 689




Laboratory Manual:Lab Activity: Analysis and Conclusions 2, 12, 15-16, 18, 20, 25-26, 29-32, 36, 40-42, 45-46, 58, 63-64, 66, 68, 73-74, 75-78, 80, 83-84, 86, 91-94,97-98, 102, 106, 107, 108, 109, 111-112, 114, 116-118, 120, 124-126, 127-128, 131-132, 133-136; Inquiry Activity: Analysis and Conclusions 8, 10,70, 83-84, 90, 96, 122

Internet Investigations Guide: 11, 12, 13, 19, 20, 25, 27, 32, 33, 34, 35,36, 38, 40, 41, 43, 44, 48, 50, 54, 57, 64, 66, 67, 68, 69, 70, 71, 74, 75, 79,80, 81, 82, 83, 86, 90, 91, 92, 93, 94, 96, 101, 103, 104

Alternative Assessment: 7-8, 9-10, 35-36, 39-40, 43-44, 45-46, 47-48, 49-50

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 11, 12, 13, 19, 20, 25, 27, 32, 33, 34, 35,36, 38, 40, 41, 43, 44, 48, 50, 54, 57, 64, 66, 67, 68, 69, 70, 71, 74, 75, 79,80, 81, 82, 83, 86, 90, 91, 92, 93, 94, 96, 101, 103, 104; AlternativeAssessment: 7-8, 9-10, 35-36, 39-40, 43-44, 45-46, 47-48, 49-50

www.mcdougallittell.com:Unit 1 : Investigations: How Do Map Projections Distort Earth’s Surface?;How Do Latitude and Longitude Coordinates Helps Us See Patterns onEarth?; How are Land Forms Represented on Flat Maps?;Unit 2 : Investigations: How Many Protons, Neutrons, and Electrons Are inCommon Elements?; What Kind of Rock Is This?; What EnvironmentalChanges Can We See With Satellites?; Unit 3: Investigations : What Is theEarth’s Crust Like?; How Old Is the Atlantic Ocean?; How Fast Do PlatesMove?; How Are Volcanoes Related to Plate Tectonics?; How Fast DoGases from Volcanic Eruptions Travel?; How are Earthquakes Related toPlate Tectonics?; Which Fault Moved in the North-Ridge Earthquake?; HowAre Mountains Related to Plate Tectonics?; What Forces Created TheseGeologic Features?; How Can One Volcano Change the World?;Unit 4 : Investigations : When Is Mud Dangerous?; How Does Stream FlowChange Over Time?; How Many People Can an Aquifer Support?; WhatControls the Shape and Motion of Sand Dunes?;Unit 5 : Investigations : How Does the Ozone Layer Change Over Time?;Which Way Does the Wind Blow; How Acidic is Your Rain?; How MightGlobal Climate Change Affect Life on Earth?;Unit 6 : Investigations : What’s Responsible for Smaller Shrimp Catches?;What Does the Ocean Floor Look Like?; Can We Blame El Niño for WildWeather?; Unit 7 : Investigations : Why Does the Sun Appear to ChangeSize?; How Does the Sunspot Cycle Affect Earth?; What Processes ShapePlanetary Surfaces?; What Happens as a Star Runs Out of Hydrogen?;Unit 8 : Investigations : What Stories Do Rocks Tell?; How Did the Layersof the Grand Canyon Form?; How Has life Changed Over Geological Time?



Theme: 1.3 Collecting DataAcquiring, recording, arranging and storing of information must be performed in acomplete, accurate, concise, and user-friendly manner.

Category 1 (Essential Components)PE: Lab Activity: 20-21, 38-39, 58-59, 84-85, 112-113, 138-139, 160-

161, 230-231, 274-275, 312-313, 334-335, 354-355, 384-385, 408-409, 430-431, 478-479, 504-505, 526-527, 544-545, 566-567, 582-583, 606-607, 636-637, 660-661, 686-687

Category 2 (Free on bid)TE: Lab Activity: 20-21, 38-39, 58-59, 84-85, 112-113, 138-139, 160-

161, 230-231, 274-275, 312-313, 334-335, 354-355, 384-385, 408-409, 430-431, 478-479, 504-505, 526-527, 544-545, 566-567, 582-583, 606-607, 636-637, 660-661, 686-687

Laboratory Manual:Chapter 1, Lab Activity: Observation of an Earth Material, 1;Chapter 2, Inquiry Activity: The Refracting Telescope, 3;Chapter 4, Lab Activity: Time and the Sun, 13; Chapter 5, LabActivity B: Crystals and Crystal Systems; Chapter 5, LabActivity C: Mineral Identifications, 23; Chapter 6, Lab Activity: RockIdentifications, 27; Chapter 8, Lab Activity: Patterns of Magnetic PolarityReversals, 35; Chapter 9, Lab Activity A: Volcanic Rocks and TheirFormation, 39; Chapter 9, Lab Activity B: How Does Silica AffectViscosity?, 43; Chapter 10, Lab Activity: Earthquakes and SubductionBoundaries, 45; Chapter 12, Inquiry Activity A: Weathering of RockMaterials, 51; Chapter 12, Lab Activity B: Salinization of Soils, 53;Chapter 13, Lab Activity A: Particle Size and Settling Rate, 55;Chapter 13 Lab Activity B: Sediment Sorting and Transportation, 57;Chapter 14, Lab Activity A: Porosity, Permeability and Capillarity, 61;Chapter 14, Lab Activity B: Cleaning Polluted Water, 65;Chapter 15, Lab Activity A: Ice Age Crystal Sinking, 67;Chapter 15, Map Activity: Glacial Rebound, 69; Chapter 17, LabActivity A: Trends in Atmospheric Carbon Dioxide, 75; Chapter 17, LabActivity B: Measuring Particulate Air Pollution, 79; Chapter 18, LabActivity: Dew Point and Relative Humidity, 81; Chapter 19, LabActivity B: Evaporation and Wind, 85; Chapter 20, MapActivity: Weather Patterns, 87; Chapter 20, Lab Activity B: HurricaneAndrew, 91; Chapter 22, Lab Activity: Interpreting a Salinity Profile, 97;Chapter 23, Lab Activity: Seafloor Analysis, 99; Chapter 24 , MapActivity A: Word Ocean Currents, 103; Chapter 24, LabActivity B: Ocean Tides and Tidal Ranges, 105; Chapter 25, LabActivity A: Moon, Sun, and Season, 109; Chapter 25, Lab Activity B:Moon Phases and Global Temperatures, 111; Chapter 26, LabActivity: Ellipses and Eccentricity, 113; Chapter 27, LabActivity: Retrograde Motion of Mars, 115; Chapter 28, LabActivity C: Stellar Evolution, 123(continued on next page)



Internet Investigations Guide: 10, 11, 24, 26, 27, 49, 66, 68, 73, 82, 83,91, 92, 93, 102, 104, 105

Teaching Transparencies: 3, 12, 18, 28, 32, 36, 46, 47, 48, 49, 50, 51, 52,53, 54, 55

Alternative Assessment: 3-4, 9, 11, 12, 13, 14, 25-26, 27-28, 29-30, 33-34,35-36, 37-38, 43-44, 45-46, 47-48, 53-54

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 10, 11, 24, 26, 27, 49, 66, 68, 73, 82, 83,91, 92, 93, 102, 104, 105; Alternative Assessment: 3-4, 9, 11, 12, 13, 14,25-26, 27-28, 29-30, 33-34, 35-36, 37-38, 43-44, 45-46, 47-48, 53-54

www.mcdougallittell.com:Unit 1 : Investigations : How Might You Investigate Scientific Phenomena?,10; How Do Map Projections Distort Earth’s Surface?, 11;Unit 2 : Investigations : What Kind of Rock Is This?; Why Is This PlaceProtected?; What Environmental Changes Can We See with Satellites?;Unit 4 : Investigations : How Does Soil Vary From Place to Place?;Unit 5 : Investigations : How Does the Ozone Layer Change Over Time/;How Acidic Is Your Rain?; What Forces Control Your Local Climate?;Unit 6 : Investigations : When Were The Atlantic and Pacific OceansSeparated by Land?; How Can One Ocean Current Affect the Whole NorthAtlantic?; Unit 7 : Investigations : Why Does the Sun Appear to ChangeSize?; How Does the Sunspot Cycle Affect Earth?; How Fast Does theWind Blow Jupiter?; Unit 8 : Investigations : How Do Trees Record Time?;How Has Life Changed Over Geologic Time?; Where and When DidDinosaurs Live?

Theme: 1.4 AnalyzingData should be examined to find patterns that may suggest cause and effect relationshipsor support inferences and hypotheses.

Category 1 (Essential Components)PE: Lab Activity: Lab Activity and Conclusion, 21, 39, 85, 113, 139,

161, 231, 275, 313, 335, 355, 385, 409, 431, 479, 505, 527, 545, 567,583, 607, 637, 661, 687; Map Activities: Analysis andConclusion, 59, 189, 193, 209, 247, 294, 461


209, 213, 231, 235, 247, 257, 275, 279, 294, 299, 313, 317, 335, 339,355, 365, 385, 389, 409, 413, 431, 465, 461, 465, 479, 489, 505, 509,527, 531, 545, 555, 567, 571, 583, 587, 607, 611, 637, 347, 661, 665,687;




Laboratory Manual:Lab Activity: Analysis and Conclusions 2, 12, 15-16, 18, 20, 25-26, 29-32, 36, 40-42, 45-46, 58, 63-64, 66, 68, 73-74, 75-78, 80, 83-84, 86, 91-94,97-98, 102, 106, 107, 108, 109, 111-112, 114, 116-118, 120, 124-126, 127-128, 131-132, 133-136; Inquiry Activity: Analysis and Conclusions 8, 10,70, 83-84, 90, 96, 122

Internet Investigations Guide: 11, 12, 13, 19, 20, 25, 27, 32, 33, 34, 35,36, 38, 40, 41, 43, 44, 48, 50, 54, 57, 64, 66, 67, 68, 69, 70, 71, 74, 75, 79,80, 81, 82, 83, 86, 90, 91, 92, 93, 94, 96, 101, 103, 104

Alternative Assessment: 7-8, 9-10, 35-36, 39-40, 43-44, 45-46, 47-48, 49-50

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 11, 12, 13, 19, 20, 25, 27, 32, 33, 34, 35,36, 38, 40, 41, 43, 44, 48, 50, 54, 57, 64, 66, 67, 68, 69, 70, 71, 74, 75, 79,80, 81, 82, 83, 86, 90, 91, 92, 93, 94, 96, 101, 103, 104; AlternativeAssessment: 7-8, 9-10, 35-36, 39-40, 43-44, 45-46, 47-48, 49-50

www.mcdougallittell.com: Unit 1 : Investigations: How Do Map Projections Distort Earth’s Surface?;How Do Latitude and Longitude Coordinates Helps Us See Patterns onEarth?; How Are Landforms Represented on Flat Maps?;Unit 2 : Investigations: How Many Protons, Neutrons, and Electrons Are inCommon Elements?; What Kind of Rock Is This?; What EnvironmentalChanges Can We See With Satellites?; Unit 3 : Investigations : What Is theEarth’s Crust Like?; How Old Is the Atlantic Ocean?; How Fast Do PlatesMove?; How Are Volcanoes Related to Plate Tectonics?; How Fast DoGases from Volcanic Eruptions Travel?; How are Earthquakes Related toPlate Tectonics?; Which Fault Moved in the North-Ridge Earthquake?; HowAre Mountains Related to Plate Tectonics?; What Forces Created TheseGeologic Features?; How Can One Volcano Change the World?;Unit 4 : Investigations : When Is Mud Dangerous?; How Does Stream FlowChange Over Time?; How Many People Can an Aquifer Support?; WhatControls the Shape and Motion of Sand Dunes?;Unit 5 : Investigations : How Does the Ozone Layer Change Over Time?;Which Way Does the Wind Blow; How Acidic Is Your Rain?; How MightGlobal Climate Change Affect Life on Earth?;Unit 6 : Investigations : What’s Responsible for Smaller Shrimp Catches?;What Does the Ocean Floor Look Like?; Can We Blame El Niño for WildWeather?; Unit 7 : Investigations : Why Does the Sun Appear to ChangeSize?; How Does the Sunspot Cycle Affect Earth?; What Processes ShapePlanetary Surfaces?; What Happens as a Star Runs Out of Hydrogen?;Unit 8 : Investigations : What Stories Do Rocks Tell?; How Did the Layersof the Grand Canyon Form?; How Has life Changed Over Geological Time?



Theme: 1.5 ExplainingPhenomena and related information are made understandable through discussion thatculminates in a higher level of learning.

Category 1 (Essential Components)PE: Scientific Thinking, 534

Category 2 (Free on bid)TE: 5, 8, 10, 15, 16, 26, 29, 32, 33, 45, 46, 54, 55, 57, 71, 90, 91, 93, 99,

100, 101, 106, 118, 122, 123, 124, 125, 129, 134, 135, 136, 145, 152,154, 176, 177, 178, 180, 181, 186, 202, 224, 225, 236, 239, 240, 259,262, 265, 269, 270, 271, 272, 280, 281, 289, 290, 300, 303, 318, 323,327, 328, 341, 346, 347, 350, 367, 370, 372, 374, 375, 378, 379, 380,400, 414, 416, 425, 444, 447, 452, 455, 457, 470, 474, 476, 493, 495,497, 501, 510, 512, 514, 515, 517, 519, 535, 537, 538, 541, 542, 574,577, 579, 580, 590, 597, 599, 600, 602, 603, 605, 615, 617, 619, 620,623, 626, 628, 629, 632, 633, 651, 659, 667, 668, 669, 675, 677, 679,682, 685

Theme: 1.6 CommunicatingEssential to science is the act of accurately and effectively conveying oral, written,graphic, or electronic information.

Category 1 (Essential Components)PE: Section review: 12, 204, 477; Scientific Thinking: 196, 229, 332,

525; Writing About the Earth System: 23, 41, 61, 87, 115, 141,163, 191, 211, 233, 249, 277, 297, 315, 337, 357, 387, 411, 433, 463,481, 507, 529, 569, 585, 609, 639, 663, 689; Extension: 19, 34, 52,79, 103, 132, 157, 184, 205, 227, 242, 267, 293, 308, 329, 348, 383,407, 426, 454, 468, 503, 522, 540, 561, 581, 593, 625, 655, 672


157, 163, 173, 184, 191, 204, 205, 211, 225, 227, 233, 242, 249, 267,277, 288, 293, 297, 308, 310, 315, 327, 329, 331, 337, 348, 357, 381,383, 387, 405, 407, 411, 426, 433, 443, 446, 451, 454, 463, 468, 471,477, 481, 495, 503, 507, 512, 515, 518, 522, 529, 540, 547, 561, 569,574, 581, 585, 590, 593, 603, 609, 613, 621, 625, 627, 633, 639, 651,655, 672, 674, 679, 689

Reading Study Guide: Each section of the Reading Study Guide includeswritten and / or graphic activities.

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Reading Study Guide: Each section of the Reading Study Guide includeswritten and / or graphic activities.



Unifying Concepts of Science GoalTo enable students to acquire and integrate scientific knowledge by applying majorconcepts, theories, principles, and laws from the life, environmental, physical, and earthand space sciences.

Theme: 2.1 Scale and ModelsModels provide a conceptual bridge between the concrete and the abstract, while theapplication of scale allows for understanding the difference in magnitude between themodel and the target item.

Category 1 (Essential Components)PE: Map Scales: 46-47

Category 2 (Free on bid) Alternative Assessment: 5-6, 11-12, 53-54

Reading Study Guide: 7

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Reading Study Guide: 7; Alternative Assessment: 5-6, 11-12, 53-54

Theme: 2.2 Form and FunctionForm is linked to the function of materials and systems, and function may alter form.

Category 1 (Essential Components)PE: A New View of Earth: 4-7; The Earth’s Systems Four Spheres: 8-

12; Earth’s Size and Shape: 71-72; Earth’s Interior: 72-73;Earth’s Heat: 73-74; The Rock Cycle: 119-120; The Theory ofPlate Tectonics: 173-175; Types of Plate Boundaries: 176-178;Causes of Plate Movement and Continental Growth: 182-187;How and Where Volcanoes Form: 194-198; How and WhereEarthquakes Form: 214-216; Studying Earth’s Interior: 228-229;Where Mountains Form: 236-237; How Mountains Form: 238-241; Weathering: 238; How Soils Form: 264-265; Mass Movementand Erosion: 268-270; Streams and Rivers: 280-282; Water in theGround: 300-305; What is a Glacier?, 318-320; Wind as an Agentof Change: 340-343; Waves in the Sea: 344-347; The Atmospherein Balance: 366-368; Air Pressure and Wind: 414-418; Air Massesand Weather: 436-438

Category 2 (Free on bid)TE: 3, 5, 6, 8-12, 71-74, 119-120, 173-178, 180-187, 194-198, 214-216,

228-229, 236-241, 258, 264-265, 268-270, 280-282, 300-305, 318-320, 340-347, 366-368, 414-418, 436-438




Laboratory Manual:Chapter 4, Lab Activity: Time and the Sun, 13; Chapter 5, LabActivity B: Crystals and Crystal Systems, 19; Chapter 6, LabActivity: Rock Identification, 27; Chapter 8, Lab Activity: Patterns ofMagnetic Polarity Reversals, 35; Chapter 9, Lab Activity A: VolcanicRocks and Their Formation, 39; Inquiry Activity B: How Does SilicaAffect Viscosity, 43; Chapter 10, Lab Activity: Earthquakes andSubduction Boundaries, 45; Chapter 11, Inquiry Activity: Faulting andFolding, 47; Chapter 14, Lab Activity A: Porosity, Permeability, andCapillarity, 61; Chapter 16, Lab Activity: Effects of Blowing Winds, 71;Chapter 18, Lab Activity: Dew Point and Relative Humidity, 81:Chapter 19, Lab Activity B: Evaporation and Wind, 85; Chapter 24, LabActivity B: Moon Phases and Global Temperatures, 111; Chapter 28, LabActivity A: The Simple Spectroscope, 119

Internet Investigations Guide: 20, 22, 32, 35, 36, 38, 41, 42, 43, 49, 50,51, 53, 55, 59, 67, 69, 71, 73, 75, 79, 81, 83, 84, 86, 91, 92, 93, 94, 95, 96

Reading Study Guide: 13, 17, 19, 20, 23, 28, 29, 35, 36, 37, 46, 51, 52, 78,81, 84, 88, 89, 97

Teaching Transparencies: 6

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Reading Study Guide: 13, 17, 19, 20, 23, 28, 29, 35, 36, 37, 46, 51, 52, 78,81, 84, 88, 89, 97; Internet Investigations Guide: 20, 22, 32, 35, 36, 38,41, 42, 43, 49, 50, 51, 53, 55, 59, 67, 69, 71, 73, 75, 79, 81, 83, 84, 86, 91,92, 93, 94, 95, 96




www.mcdougallittell.com: Unit 2, Investigations : How Many Protons, Neutrons, and Electrons Are inCommon Elements?; How Do Rocks Undergo Change?;Unit 3, Investigations : What Is the Earth’s Crust Like?; How AreVolcanoes Related to Plate Tectonics?; How Fast Do Gases from VolcanicEruptions Travel?; How are Earthquakes Related to Plate Tectonics?; HowAre Mountains Related to Plate Tectonics?; How Do Rocks Respond toStress?; What Forces Created These Geologic Features?;Unit 4, Investigations : How Does Soil Vary From Place to Place?; HowDoes Stream Flow Change Over Time?; What Controls the Shape of Delta?;How Does Water Move through the Ground?; How Does Land Cover AffectGlobal Temperatures?; How Do Storms Affect Coastlines?;Unit 5, Investigations : Which Way Does the Wind Blow?; How Does aMid-Latitude Low Develop into a Storm System?; What Factors ControlYour Local Climate?; How Might Global Climate Change Affect Life onEarth?; Unit 6, Investigations : How Do Temperature and Salinity AffectMixing in the Oceans?; What Does the Ocean Floor Look Like?; How CanOne Ocean Current Affect the Whole North Atlantic?; How Do TidesWork?; Can We Blame El Niño for Wild Weather?;Unit 7, Investigations : Why Does the Sun Appear to Change Size?; HowDoes the Sunspot Cycle Affect Earth?; How Fast Does the Wind Blow onJupiter?; What Processes Shape Planetary Surfaces?; What Does theSpectrum of a Star Tell Us About Its Temperature?; What Happens as a StarRuns Out of Hydrogen?;

Theme: 2.3 OrganizationEverything is organized into related systems or subsystems.

Category 1 (Essential Components)PE: A New View of Earth: 4-7; The Earth’s Systems Four Spheres: 8-

12; Earth’s Size and Shape: 71-72; Earth’s Interior: 72-73;Earth’s Heat: 73-74; The Rock Cycle: 119-120; The Theory ofPlate Tectonics: 173-175; Types of Plate Boundaries: 176-178;Causes of Plate Movement and Continental Growth: 182-187;How and Where Volcanoes Form: 194-198; How and WhereEarthquakes Form: 214-216; Studying Earth’s Interior: 228-229;Where Mountains Form: 236-237; How Mountains Form: 238-241; Weathering: 238; How Soils Form: 264-265; Mass Movementand Erosion: 268-270; Streams and Rivers: 280-282; Water in theGround: 300-305; What is a Glacier?, 318-320; Wind as an Agentof Change: 340-343; Waves in the Sea: 344-347; The Atmospherein Balance: 366-368; Air Pressure and Wind: 414-418; Air Massesand Weather: 436-438




Category 2 (Free on bid)TE: 3, 5, 6, 8-12, 71-74, 119-120, 173-178, 180-187, 194-198, 214-216,

228-229, 236-241, 258, 264-265, 268-270, 280-282, 300-305, 318-320, 340-347, 366-368, 414-418, 436-438

Laboratory Manual:Chapter 4, Lab Activity: Time and the Sun, 13; Chapter 5, LabActivity B: Crystals and Crystal Systems, 19; Chapter 6, LabActivity: Rock Identification, 27; Chapter 8, Lab Activity: Patterns ofMagnetic Polarity Reversals, 35; Chapter 9, Lab Activity A: VolcanicRocks and Their Formation, 39; Inquiry Activity B: How Does SilicaAffect Viscosity, 43; Chapter 10, Lab Activity: Earthquakes andSubduction Boundaries, 45; Chapter 11, Inquiry Activity: Faulting andFolding, 47; Chapter 14, Lab Activity A: Porosity, Permeability, andCapillarity, 61; Chapter 16, Lab Activity: Effects of Blowing Winds, 71;Chapter 18, Lab Activity: Dew Point and Relative Humidity, 81;Chapter 19, Lab Activity B: Evaporation and Wind, 85; Chapter 24, LabActivity B: Moon Phases and Global Temperatures, 111; Chapter 28, LabActivity A: The Simple Spectroscope, 119

Internet Investigations Guide: 20, 22, 32, 35, 36, 38, 41, 42, 43, 49, 50,51, 53, 55, 59, 67, 69, 71, 73, 75, 79, 81, 83, 84, 86, 91, 92, 93, 94, 95, 96

Reading Study Guide: 1, 2, 3, 17, 28, 29, 32, 33, 35, 37, 40, 41, 42, 43, 45,46, 50, 54, 55, 57, 58, 62, 64, 66, 68, 70, 71, 74, 79, 84, 86, 87, 89, 90, 97

Teaching Transparencies: 1, 4, 5, 7, 9, 11, 12, 13, 16, 17, 18, 19, 21, 22,23, 24, 28, 32, 33

Alternative Assessment: 1-2, 7-8, 13-14, 15-16, 17-18, 19-20, 25-26, 33-34, 35-36, 39-40, 45-46, 47-48

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Alternative Assessment: 1-2, 7-8, 13-14, 15-16, 17-18, 19-20, 25-26, 33-34, 35-36, 39-40, 45-46, 47-48; Internet Investigations Guide: 20, 22, 32,35, 36, 38, 41, 42, 43, 49, 50, 51, 53, 55, 59, 67, 69, 71, 73, 75, 79, 81, 83,84, 86, 91, 92, 93, 94, 95, 96; Reading Study Guide: 1, 2, 3, 17, 28, 29, 32,33, 35, 37, 40, 41, 42, 43, 45, 46, 50, 54, 55, 57, 58, 62, 64, 66, 68, 70, 71,74, 79, 84, 86, 87, 89, 90, 97




www.mcdougallittell.com: Unit 2, Investigations : How Many Protons, Neutrons, and Electrons Are inCommon Elements?; How Do Rocks Undergo Change?;Unit 3, Investigations : What is the Earth’s Crust Like?; How AreVolcanoes Related to Plate Tectonics?; How Fast Do Gases from VolcanicEruptions Travel?; How are Earthquakes Related to Plate Tectonics?; HowAre Mountains Related to Plate Tectonics?; How Do Rocks Respond toStress?; What Forces Created These Geologic Features?;Unit 4, Investigations : How Does Soil Vary From Place to Place?; HowDoes Stream Flow Change Over Time?; What Controls the Shape of Delta?;How Does Water Move through the Ground?; How Does Land Cover AffectGlobal Temperatures?; How Do Storms Affect Coastlines?;Unit 5, Investigations : Which Way Does the Wind Blow?; How Does aMid-Latitude Low Develop into a Storm System?; What Factors ControlYour Local Climate?; How Might Global Climate Change Affect Life onEarth?; Unit 6, Investigations : How Do Temperature and Salinity AffectMixing in the Oceans?; What Does the Ocean Floor Look like?; How CanOne Ocean Current Affect the Whole North Atlantic?; How Do TidesWork?; Can We Blame El Niño for Wild Weather?;Unit 7, Investigations : Why Does the Sun Appear to Change Size?; HowDoes the Sunspot Cycle Affect Earth?; How Fast Does the Wind Blow onJupiter?; What Processes Shape Planetary Surfaces?; What Does theSpectrum of a Star Tell Us About Its Temperature?; What Happens as a StarRuns Out of Hydrogen?

Theme: 2.4 InteractionsWithin all living and non-living systems, matter and energy interact.

Category 1 (Essential Components)PE: Causes of Plate Movement: 180-181; Air Pressure and Wind: 414-

418; Factors Affecting Wind: 419-421; Global Wind Patterns:422-425; Surface Currents: 532-535; Currents Under the Surface:536-539

Category 2 (Free on bid)TE: 168-169, 180-181, 414-425, 432-439

Laboratory Manual:Chapter 19, Map Activity A: Prevailing Winds, 83; Chapter 19, LabActivity B: Evaporation and Wind, 85: Chapter 24, Map Activity A:World Ocean Currents, 103

Internet Investigations Guide: 69, 83

Guide to Earth Science in Urban Environments: 37-44




Reading Study Guide: 26, 64, 65, 66, 84, 85

Formal Assessment: Chapter 8: Test; Chapter 19: Test; Chapter 24: Test;

Teaching Transparencies: 9, 21, 28

Alternative Assessment: 15, 37

Visualizations CD-ROM:Chapter 8: Convection in the Mantle; Chapter 19: How Air PressureAffects a Rising Balloon; How Barometric Pressure Changes With WeatherPatterns; Land and Sea Breezes; Coriolis Effect, How the Coriolis EffectInfluences Wind Direction; Chapter 24: Global Surface Currents, How theMonsoon Changes Directions, How Currents Circulate as a System

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 69, 83; Reading Study Guide: 26, 64, 65,66, 84, 85; Formal Assessment: Chapter 8: Test; Chapter 19: Test;Chapter 24: Test; Alternative Assessment: 15, 37

www.mcdougallittell.com:Chapter 19, Investigations : How Does the Jet Stream Change ThroughThe Year?; Chapter 24, Investigations : How Can One Ocean CurrentAffect the Whole North Atlantic?; Chapter 8, Visualizations : Convectionin the Mantle; Chapter 19, Visualizations : How Air Pressure Affects aRising Balloon; How Barometric Pressure Changes With Weather Patterns;Land and Sea Breezes; Coriolis Effect, How the Coriolis Effect InfluencesWind Direction; Chapter 24, Visualizations : Global Surface Currents,How the Monsoon Changes Directions, How Currents Circulate as a System



Theme: 2.5 ChangeInteractions within and among systems result in changes in their properties, position,movement, form, or function.

Category 1 (Essential Components)PE: The Water Cycle: 13; The Carbon Cycle: 14-15; The Energy

Cycle: 16-17; Where Volcano’s Form: 194-198; How and WhereEarthquakes Occur: 214-216; How Mountains Form: 238-241;Characteristics of Rivers and Streams: 281-282; Rapids andWaterfalls: 288-289; Glacial Movement and Erosion: 321-325;Wind as an Agent of Change: 340-343; Waves in the Sea: 344-347; Heat and the Atmosphere: 369-373

Category 2 (Free on bid)TE: 13-17, 168-169, 180-181, 194-198, 214-216, 238-241, 281-282, 288-

289, 321-325, 340-347, 369-373

Laboratory Manual:Chapter 8, Lab Activity: Pattern of Magnetic Polarity Reversals, 35;Chapter 10, Lab Activity: Earthquakes and Sub-direction Boundaries, 45;Chapter 11, Inquiry Activity: Faulting and Folding: 47; Chapter 16, LabActivity: Effects of Blowing Winds, 71;Chapter 19, Map Activity: Prevailing Winds, 83

Internet Investigations Guide: 35, 38, 42, 50, 57, 64


Formal Assessment: Chapter 1: Test; Chapter 8: Test; Chapter 9: Test;Chapter 10: Test; Chapter 11: Test; Chapter 13: Test; Chapter 15: Test;Chapter 16: Test; Chapter 17: Test

Teaching Transparencies: 1, 9, 11, 12, 13, 16, 17, 19

Visualizations CD-ROM:Chapter 1: Raindrop Traveling Through Water Cycle; Evidence of theCarbon Cycle; Chapter 8: Convection in the Mantle;Chapter 9: Volcanism along a Rift Zone; Volcanic Islands Forming Over aHot Spot; Chapter 11:Fault Motion; Chapter 13: River Erosion CausingWaterfalls and Chasms; Chapter 15: Glaciers Erode Bedrock Surfaces;Chapter 16: Formation of an Arch; Formation of Loess Deposits; WaveMotion; Waves Break on the Shore




Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 35, 38, 42, 50, 57, 64; Reading StudyGuide: 3, 26, 32, 37, 54, 57; Formal Assessment: Chapter 1: Test; Chapter8: Test; Chapter 9: Test; Chapter 10: Test; Chapter 11: Test; Chapter 13:Test; Chapter 15: Test; Chapter 16: Test; Chapter 17: Test

www.mcdougallittell.com/classzone.com:Chapter 9, Investigations : How Are Volcanoes Related to PlateTectonics?; Chapter 10, Investigations : How Are Earthquakes Related toPlate Tectonics?; Chapter 11, Investigations : How Do Rocks Respond toStress?; Chapter 13, Investigations : How Does Stream Flow Change OverTime?; Chapter 16, Investigations : What Controls the Shaped and Motionof Sand Dunes?; Chapter 17, Investigations : What Can We Learn from aThermometer on a Rising Balloon?; Chapter 1, Visualizations : RaindropTraveling Through Water Cycle; Evidence of the Carbon Cycle;Chapter 8 , Visualizations : Convection in the Mantle;Chapter 9, Visualizations: Volcanism along a Rift Zone; Volcanic IslandsForming Over a Hot Spot; Chapter 11, Visualizations : Fault Motion;Chapter 13, Visualizations: River Erosion Causing Waterfalls andChasms; Chapter 15 , Visualizations: Glaciers Erode Bedrock Surfaces;Chapter 16 , Visualizations: Formation of an Arch; Formation of LoessDeposits; Wave Motion; Waves Break on the Shore

Theme: 2.6 ConservationIn any natural system, form may change but nothing is lost.

Category 1 (Essential Components)PE: What Is Plate Tectonics?: 172-175;

Types of Plate Boundaries: 176-179;Causes of Plate Movement: 180-181; Plate Movement andContinental Growth: 182-187;How and Where Volcanoes Form: 194-198;Volcanic Land forms: 202-204; How and Where EarthquakesOccur: 214-216; Where Mountains Form: 236-237;How Mountains Form: 238-241

Category 2 (Free on bid)TE: 170, 171, 172-187, 194-198, 202-204, 214-216, 236-241

Laboratory Manual:Chapter 8, Lab Activity; Patterns of Magnetic Polarity Reversal;Chapter 10, Lab Activity: Earthquakes and Subduction Boundaries:Chapter 11, Inquiry Activity: Faulting and Folding




Internet Investigations Guide: 32, 33, 35, 36, 38, 41, 42

Reading Study Guide: 24, 25, 26, 27, 28, 30, 32, 36, 37, 38

Formal Assessment: Chapter 8: Test; Chapter 9: Test; Chapter 10: Test;Chapter 11: Test

Alternative Assessment: Chapter 8: Test; Chapter 9: Test; Chapter 11: Test

Visualizations CD-ROM:Chapter 8: Processes Along Plate Boundaries; Convection in the Mantle;Breakup of Pangaea; Plate Movement Predicted for the Future; Growth of AContinent; Chapter 9: Volcanism at a Subduction Zone; Volcanism Alonga Rift zone; Volcanic Islands Forming Over a Hot Spot;Chapter 10: Earthquake Waves; Chapter 11: Fault Motion

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 32, 33, 35, 36, 38, 41, 42; Reading StudyGuide: 24, 25, 26, 27, 28, 30, 32, 36, 37, 38; Formal Assessment: Chapter8: Test; Chapter 9: Test; Chapter 10: Test; Chapter 11: Test; AlternativeAssessment: Chapter 8: Test; Chapter 9: Test; Chapter 11: Test

www.mcdougallittell.com:Chapter 8, Investigation : What Is Earth’s Crust Like?; How Old Is theAtlantic Ocean?; Chapter 8, Visualizations : Processes Along PlateBoundaries; Convection in the Mantle; Breakup of Pangaea; PlateMovement Predicted for the Future; Growth of A Continent;Chapter 9, Investigation : How One Volcanoes Related to Plate Tectonics?;How Fast Do Gases From Volcanic Eruptions Travel?;Chapter 9, Visualizations: Volcanism at a Subduction Zone; VolcanismAlong a Rift zone; Volcanic Islands Forming Over a Hot Spot;Chapter 10, Investigations : How Are Earthquakes Related to Tectonics?;Chapter 10, Visualizations: Earthquake Waves;Chapter 11, Investigations : How Are Mountains Related to PlateTectonics?; Chapter 11, Visualizations : Fault Motion



Habits of Mind GoalTo enable students to think and act in a manner consistent with the practice and the natureof science; and exhibit an awareness of the historical and cultural contributions ofscience.

Theme: 3.1 Historical and Cultural PerspectiveScientific understanding evolves over time as an approximation of truth and within acultural context.

Category 1 (Essential Components)PE: Past Perceptions Meet New Ideas: 4-5; Science and Society: 34;

The Earth System and the Environment: 62-63; Science andTechnology: 103; Renewable Energy Resources: 151-153;Environmental Issues: 154-159; The Earth System and TheEnvironment: 164-165; Early Ideas About Plate Movements: 172;Lab Activity: 188-189; Lab Activity: 230-231; Flood Preventionand Control: 292; Science and Society: 348; The Earth Systemand the Environment: 358-359; Human Impact on theAtmosphere: 378-382; Science and Technology: 383; Chapter 18,Lab Activity: 408-409; Lab Activity: 478-479; The Earth Systemand the Environment: 482-483; Science and Society: 503

Category 2 (Free on bid)TE: 4-5, 34, 62-63, 103, 151-153, 154-159, 164-165, 172, 183, 188-189,

197, 230-231, 292, 478-479, 482-483, 503

Internet Investigations Guide: 25, 27, 66

Alternative Assessment: 51-52

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Alternative Assessment: 51-52; Internet Investigations Guide: 25, 27, 66

www.mcdougallittell.com: Chapter 7, Visualization : Animation of Nuclear Fission;Chapter 7, Investigations : What Happens When an Oil Spill Occurs?;Lab Activity: 160-161; Chapter 7, Investigations : What EnvironmentalChanges Can We See With Satellites?; Unit 2, Investigations : Paper orPlastic-Which Type of Bag Is Better for the Environment?,Chapter 17, Investigation : How Does the Ozone Layer Change OverTime?’ Chapter 17, Data Center: Learn How Air Pollution Can beReduced?’



Theme: 3.2 AssumptionEstablishing the validity of an argument through data and differentiating between fact andassumption are vital parts of the scientific process.

Category 1 (Essential Components)PE: Earth’s Formation: 70-78; Earth’s Rotation: 75-76; Earth’s

Revolution: 80-83; Studying Earth’s Interior: 228-229; Scienceand Technology; 242; Forecasting Weather: 455-459

Category 2 (Free on bid)TE: 70-74, 75-76, 80-83, 104, 228-229, 242, 455-459


Alternative Assessment: 3-4, 19-20, 21-22, 27-28, 29-30

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 10, 18; Alternative Assessment: 3-4, 19-20, 21-22, 27-28, 29-30

www.mcdougallittell.com: Chapter 2, Investigations: How Might You Investigate ScientificPhenomena?; Chapter 4, Investigations: How Do We Know about LayersDeep Within Earth?; Chapter 4, Visualizations: Evidence of Earth TurningAbout On Axis; A Model of Earth’s Daily Rotation; The Night Sky Fromthe Same Location Over a Year; Earth’s Yearly Revolution Around the Sun;Chapter 10, Visualizations: P and S Waves moving Through Earth’sInterior

Theme: 3.3 Estimation and ComputationScientists evaluate the level of precision needed to make a reasonable response andperform necessary calculations.

Category 1 (Essential Components)PE: Lab Activity: 20-21, 38-39, 58-59, 84-85, 112-113, 138-139, 160-

161, 230-231, 274-275, 312-313, 334-335, 354-355, 384-385, 408-409, 430-431, 478-479, 504-505, 526-527, 544-545, 566-567, 582-583, 606-607, 636-637, 660-661, 686-687; Appendix C: 724-725

Category 2 (Free on bid)TE: 724-725



Theme: 3.4 MethodsScientists use a variety of techniques to describe and solve problems.

Category 1 (Essential Components)PE: Different Lives, Common Goals: 27; How Scientists Approach

Questions: 29-33; How Scientists Approach Questions: 29-33;Scientists’ Tools: 35-37; Map Making and Technology: 48-51;Using Topographic Maps: 56-57; Science and Technology: 79

Category 2 (Free on bid)TE: Hands-On Demonstrations and Challenge Activities in the

teacher wrap-around edition illustrate a variety of techniquesthat scientists use to describe and solve problems.

Laboratory Manual:Lab Activities, Map Activities and Inquiry Activities illustrate a varietyof techniques to describe and solve problems.

Internet Investigations Guide: Activities in Internet InvestigationsGuide can be used to accompany online Investigations.

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: Activities in Internet InvestigationsGuide can be used to accompany online Investigations.

www.mcdougallittell.com: Investigations illustrate a variety of techniques to describe and solveproblems.

Theme: 3.5 Science and TechnologyScience and technology are separate but interdependent.

Category 1 (Essential Components)PE: Science and Technology: 52, 79, 103, 132, 157, 184, 227, 242, 329,

383, 454, 522, 561, 593, 625, 655

Category 2 (Free on bid)TE: 52, 79, 103, 132, 157, 184, 227, 242, 329, 383, 454, 522, 561, 593,

625, 655

Reading Study Guide: 6, 7, 8, 9, 23, 46, 80, 95





Category 3 (Other free materials in accord with our national policy) Electronic Teacher Tools:Reading Study Guide: 6, 7, 8, 9, 23, 46, 80, 95; AlternativeAssessment: 13-14

www.mcdougallittell.com:Data Center, Chapter 3: Make your Own Map With an Online GIS;Chapter 4: Learn More About How Time is Measured; Chapter 6: LearnMore About How People use Rocks; Chapter 7: Learn More About SolarPower; Chapter 10: Learn more About the Impact of Earthquakes inpopulated Areas; Chapter 11: Learn more About the Global PositioningSystem; Chapter 15: Learn More About Antarctic Research;Chapter 17 : Learn How Air Pollution Can be Reduced;Chapter 20 : Explore more About Hurricanes; Chapter23 : Learn MoreAbout Ocean Research Projects; Chapter 25 : Explore Information onRecent and Historical Missions To the Moon; Chapter 27: Find Out Aboutthe Latest Mission to Mars; Chapter 28 : Discover More About Telescopesin Space; Chapter 29 : Learn More About Current Methods of ScientificDating; Visualizations: Chapter 5: Examine a Model of aBuckminsterfullerene; Chapter 8: Plate Movement Predicted for the Future

Theme: 3.6 Creative EnterpriseIdeas and inventions contribute to the creative expression of science.

Category 1 (Essential Components)PE: The Rise of Earth System Science: 5; Tools to Study the Earth

and Ocean: 35-37; Map-making and Technology: 48-51; Scienceand Technology: 52, 79, 103, 157, 189, 227, 242, 329, 383, 454,522, 561, 593, 625, 655; The Earth’s Systems and TheEnvironment: 62-63, 164-165, 250-251, 358-359, 482-483, 548-549,640-641, 690-691

Category 2 (Free on bid) TE: 5, 35-37, 48-51, 52, 62-63, 73, 79, 103, 157, 164-165, 184, 197, 207,

220, 227, 242, 250-251, 358-359, 383, 454, 482-483, 522, 548-549,561, 593, 625, 640-641, 655, 690-691

Internet Investigations Guide: 10, 14, 28, 60

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 10, 14, 28, 60




www.mcdougallittell.com: Chapter 2, Visualization: How Technology Facilitated Discovery; SomeProducts of a Geographic Information System;Chapter 3, Data Center : Make Your Own Map with an Online GIS;Chapter 4, Data Center : How Time is Measured;Chapter 5, Visualizations : Examine a Model of a Buckminsterfullerene;Chapter 7, Data Center : Solar Power; Chapter 8 , Visualizations : PlateMovement Predicted for the Future; Chapter 10, Data Center: Impact ofEarthquake in Populated Areas; Chapter 11, Data Center: GlobalPositioning System; Chapter 15, Data Center : Antarctic Research;Chapter 17, Data Center : How Air Pollution Can be Reduced;Chapter 20, Data Center: Hurricanes; Chapter 23, Data Center: OceanResearch Projects; Chapter 25, Data Center : Recent and HistoricalMission to the Moon; Chapter 27, Data Center : Latest Missions to Mars;Chapter 28, Data Center : Telescopes in Space;Chapter 29, Data Center: Current Methods of Scientific Dating;Unit 1, Investigations: How Might You Investigate Scientific Phenomena?;How Can Getting Farther Away from Earth Help Us See it More Clearly?;Unit 2, Investigations: Paper or Plastic-Which Type of Bag is Better for theEnvironment?; Unit 4, Investigations: What are the Costs and Benefits ofDamning a River?



Science in Society GoalTo enable students to demonstrate positive attitudes toward science necessary for solvingproblems and making personal decisions about issues that affect individuals, society, andthe environment.

Theme: 4.1 AttitudesScientific progress and the attitudes of society influence one another.

Category 1 (Essential Components)PE: Science and Society: 19, 34, 205, 267, 293, 308, 348, 407, 426, 468,

503, 540, 581, 672

Category 2 (Free on bid)TE: Science and Society: 19, 34, 205, 267, 293, 308, 348, 407, 426, 468,

503, 540, 581, 672

Internet Investigations Guide: 68

Reading Study Guide: 21, 22, 23, 34, 42, 48, 60

Alternative Assessment: 13-14, 33-34

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 68; Reading Study Guide: 21, 22, 23, 34,42, 48, 60; Alternative Assessment: 13-14, 33-34

www.mcdougallittell.com: Unit 1, Investigations: Xeriscope Method Uses; Chapter 2 : How ScienceAffects Your Everyday Life; Chapter 12 : Rainforests and ConservationPrograms; Chapter 14 : Regional and Local Aquifers;Chapter 21 : Technologies Used to Monitor Climate Changes;Chapter 22 : Coral Reefs Around the World; Chapter 26 : Galileo’sTelescopes; Chapter 30 : Endangered Species and the Efforts to Save Them:Chapter 18 : Investigations : How Acidic Is Your Acid Rain?



Theme: 4.2 Personal GoalsApplications of science can affect the quality of life for individuals.

Category 1 (Essential Components)PE: Science and Society: 19, 34, 205, 267, 293, 308, 348, 407, 426, 468,

503, 540, 581, 672; Energy Resources: 148-153; Using ResourcesWisely: 156; Science and Technology: 157; Earth System and theEnvironment: 164-165; Predicting Earthquake Damage: 224;Science and Technology: 227; Predicting Tornadoes: 449;Hurricane Watches and Warnings: 452

Category 2 (Free on bid)TE: 19, 34, 142, 148-153, 156, 157, 164-165, 205, 224, 227, 267, 293,

308, 348, 407, 426, 449, 452, 468, 503, 540, 581, 672

Category 3 (Other free materials in accord with our national policy)www.mcdougallittell.com: Visualizations, Chapter 7 : Animation’s Showing Coal Form; Animation ofNuclear Fission; Data Center, Chapter 1 : Xeriscope Method Uses;Chapter 2 : How Science Affects Your Everyday Life;Chapter 12 : Rainforests and Conservation Programs; Chapter 14 : Regionaland Local Aquifers; Chapter 21 : Technologies Used to Monitor ClimateChanges; Chapter 22 : Coral Reefs Around the World’ Chapter 26 :Galileo’s Telescopes; Chapter 30 : Endangered Species and the Efforts toSave Them: Chapter 18 : Investigations : How Acidic Is Your Acid Rain?

Theme: 4.3 Career GoalsDevelopment of scientific skills may lead to rewarding careers and productivecontributions to society.

Category 1 (Essential Components)PE: Career: 12, 51, 136, 158, 187, 221, 282, 301, 368, 400, 456, 500,

524, 576, 596, 622, 670

Category 2 (Free on bid)TE: 12, 24, 27, 51, 136, 158, 221, 282, 301, 368, 400, 456, 500, 524, 576,

596, 622, 670

Category 3 (Other free materials in accord with our national policy)www.mcdougallittell.com:Career Links



Theme: 4.4 Societal NeedsScience and technology combine to meet the needs of a society.

Category 1 (Essential Components)PE: Science and Technology: 52, 79, 103, 132, 157, 184, 227, 242, 329,

383, 454, 522, 561, 593, 625, 655

Category 2 (Free on bid)TE: Science and Technology: 52, 79, 103, 132, 157, 184, 227, 242, 329,

383, 454, 522, 561, 593, 625, 655

Reading Study Guide: 21, 22, 23, 34, 42, 48, 60

Alternative Assessment: 13-14, 33-34

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Reading Study Guide: 21, 22, 23, 34, 42, 48, 60; AlternativeAssessment: 13-14, 33-34

www.mcdougallittell.com: Data Center, Chapter 3 : Make your Own Map With an Online GIS;Chapter 4 : Learn More About How Time is Measured; Chapter 6 : LearnMore About How People use Rocks; Chapter 7 : Learn More About SolarPower; Chapter 10 : Learn more About the Impact of Earthquakes inpopulated Areas; Chapter 11 , Learn more About the Global PositioningSystem, Chapter 15 , Learn More About Antarctic Research;Chapter 17 : Learn How Air Pollution Can be Reduced;Chapter 20 : Explore more About Hurricanes; Chapter23 : Learn MoreAbout Ocean Research Projects; Chapter 25 : Explore Information onRecent and Historical Missions To the Moon: Chapter 27 : Find Out Aboutthe Latest Mission to Mars; Chapter 28 : Discover More About Telescopesin Space; Chapter 29 : Learn More About Current Methods of ScientificDating: Visualizations: Chapter 5 : Examine a Model of aBuckminsterfullerene; Chapter 8 , Plate Movement Predicted for the Future



Theme: 4.5 EconomicsScientific knowledge provides a basis for understanding the economic value of appliedtechnology.

Category 1 (Essential Components)PE: Preventing Earthquakes Damage: 224; Predicting

Earthquakes: 225; Science and Technology: 227;Lab Activity: 230-231; The Earth’s System andthe Environment: 358-359; Science and Technology: 383

Category 2 (Free on bid)TE: 224, 225, 227, 230-231, 358-359, 383, 561

Internet Investigations Guide: 52, 60-61


Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 52, 60-61; Alternative Assessment: 13-14

www.mcdougallittell.com: Chapter 13, Investigations: Have Flood Controls on the Mississippi RiverBeen Successful?; Chapter 10, Data Center : Impact of Earthquakes inPopulated Areas; Crating Earthquakes-Resistant Structures;Unit 4, Investigations: What are the Costs and Benefits of Damning aRiver; Chapter 17, Data Center: Learn How Air Pollution Can BeReduced

Theme: 4.6 PoliticsSound scientific understanding should guide political decisions.

Category 1 (Essential Components)PE: Legislation: 158-159; Science and Society: 205; Common Air

Pollutants: 378-379; Ozone Depletion: 380-381; Science andSociety: 407, 503

Category 2 (Free on bid)TE: 155, 158-159, 205, 378-379, 380-381, 407, 472


Alternative Assessment: 33




Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 66, 68; Alternative Assessment: Pollutionand the Atmosphere: 33

www.mcdougallittell.com: Chapter 17, Investigations : How Does the Ozone Layer Change OverTime?; Chapter 18, Investigations : How Acidic Is Your Acid Rain?



correlated to the

Tennessee Curriculum Standards for Earth Science

Standard Number: 1.0 Earth System

Standard: The student will investigate the origin, composition, and structure of theuniverse.

Learning Expectations:

The student will

1.1 explore the theories of the origin of the universe and its vastness.

Category 1 (Essential Components)PE: Origin of the Universe, 634-635


1.2 examine the components of the solar system.

Category 1 (Essential Components)PE: The Inner Planets, 588-592; The Outer Planets, 594-598; Planetary

Satellites, 599-601; Solar System Debris, 602-605;Lab Activity, 606-607

Category 2 (Free on bid)TE: 590-591, 594-597, 599-600, 602-604, 606-607

Laboratory Manual:Chapter 27, Lab Activity: Retrograde Motion of Mars, 115

Reading Study Guide: 89-94

Formal Assessment: Chapter 27 Test

Alternative Assessment: Chapter 27 Test


Earth Science © 2003 correlated to theTennessee Curriculum Standards for Earth Science


Visualizations CD-ROM:Chapter 27: Animation of a Comet’s passage Through the Solar System;Animation of Meteor Showers

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Reading Study Guide, 89-94; Formal Assessment, Chapter 27 Test;Alternative Assessment, Chapter 27 Test

www.mcdougallittell.com:Chapter 27, Investigations: How Does the Wind Blow on Jupiter?;Chapter 27, Visualizations: Animation of a Comet’s Passage Through theSolar System; Animation of Meteor Showers

1.3 examine the sun, earth, moon relationships and their gravitational effects.

Category 1 (Essential Components)PE: The Moon and Tides, 541; The Sun’s Effect on Tides, 542-543;

Lunar Maria, 558; Isaac Newton and the Law of Gravitation, 580

Category 2 (Free on bid)TE: 541-543, 554-555, 558, 580





Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 84, Formal Assessment: Chapter 24 Test

www.mcdougallittell.com:Chapter 24, Investigations: How Do Tides Work?



1.4 investigate the exploration of space.

Category 1 (Essential Components)PE: Lunar Maria, 558; Lunar Highlands, 559; Science and

Technology, 561; Science and Society, 581; The Inner Planets, 558-592; Science and Technology, 593; The Outer Planets, 594-598;Planetary Satellites, 599-601

Category 2 (Free on bid)TE: 552, 558, 559, 561, 581, 588-592, 593, 594-598, 599-601

Visualizations CD-ROM:Chapter 27, Distances Between Planets in the Solar System; Using Radar toMap Venus

Category 3 (Other free materials in accord with our national policy)www.mcdougallittell.com:Chapter 25, Data Center: Recent Historical Missions to the Moon;Chapter 26, Data Center: Galileo’s Telescopes; Chapter 27, DataCenter: Latest Missions to Mars; Chapter 27, Investigations: How FastDoes the Wind Blow on Jupiter?; Chapter 27, Careers: Becoming anAstronaut; Chapter 27, Visualizations: Distances Between Planets in theSolar System; Using Radar to Map Venus

Performance Indicators:

At Level 1, the student is able to

• identify the components of the universe: galaxies, solar systems, stars, planets,meteors, comets, and asteroids.

Category 1 (Essential Components)PE: The Inner Planets, 588-592; The Outer Planets, 594-598; Solar

System Debris, 602-605; Stars and Their Characteristics, 617-619;Galaxies and the Universe, 631-633

Category 2 (Free on bid)TE: 586-587, 588-592, 594-598, 602-605, 617-619, 631-633

Reading Study Guide: 91-94, 96, 98

Formal Assessment: Chapter 27 Test, Chapter 28 Test




Visualizations CD-ROM:Chapter 27, Meter Showers; Distance Between Planets in the Solar System;Using Radar to Map Venus; A Comet’s Passage Through the Solar System;Chapter 28, Milky Way Galaxy; Regular, Irregular and Very PeculiarGalaxies

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Reading Study Guide: 91-94, 96, 98; Formal Assessment: Chapter 27Test, Chapter 28 Test

www.mcdougallittell.com:Chapter 27: Investigations: How Fast Does the Wind Blow on Jupiter?;Chapter 27, Visualizations: Meter Showers; Distance Between Planets inthe Solar System; Using Radar to Map Venus; A Comet’s Passage Throughthe Solar System; Chapter 28, Visualizations: Milky Way Galaxy;Regular, Irregular, and Very Peculiar Galaxies

• understand the seasons and the phases of the moon.

Category 1 (Essential Components)PE: Effects of Revolution and Tilt, 82-83; The Moon’s Phases, 563



Reading Study Guide: 12, 88

Formal Assessment: Chapter 4 Test; Chapter 25 Test

Teaching Transparencies: 5, 19


Visualizations CD-ROM:Chapter 25: Phases Of the Moon from Earth and Space

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 91; Reading Study Guide: 12, 88;Formal Assessment: Chapter 4 Test; Chapter 25 Test;Alternative Assessment: Chapter 4 Test

www.mcdougallittell.com:Chapter 25, Visualization: Phases of the Moon from Earth and Space



• draw the position of the sun, earth, and moon during eclipses and lunar phases.

Category 1 (Essential Components)PE: The Moon’s Motions, 562-565

Category 2 (Free on bid)TE: 554-555, 562-565



Visualizations CD-ROM:Chapter 25: Phases of the Moon from Earth and Space; Lunar Eclipses;Solar Eclipses

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Alternative Assessment: Chapter 25 Test

www.mcdougallittell.com:Chapter 25, Visualizations: Phases of the Moon from Earth and Space;Lunar Eclipses; Solar Eclipses

• predict tidal conditions based on the position of the earth and moon.

Category 1 (Essential Components)PE: Tides, 541-543


Laboratory Manual:Chapter 24, Lab Activity B: Ocean Tides and Tidal Ranges, 105




Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 84; Reading Study Guide: 86

www.mcdougallittell.com:Chapter 24, Investigations: How Do Tides Work?



• investigate the history of space exploration.




Visualizations CD-ROM:Chapter 27: Distances Between Planets in the Solar System; Using Radarto Map Venus

Category 3 (Other free materials in accord with our national policy)www.mcdougallittell.com:Chapter 25, Data Center: Recent Historical Missions to the Moon;Chapter 26, Data Center: Galileo’s Telescopes; Chapter 27, DataCenter: Latest Missions to Mars; Chapter 27, Investigations: How FastDoes the Wind Blow on Jupiter?; Chapter 27, Careers: Becoming anAstronaut; Chapter 27, Visualizations: Distances Between Planets in theSolar System; Using Radar to Map Venus


• discuss the theories of the origin of the universe: Big Bang and Oscillating/Pulsating.

Category 1 (Essential Components)PE: Origin of the Universe, 634-635

Category 2 (Free on bid) TE: 634-635

• construct a model of our solar system with emphasis on ratio and proportions of bothdistance and size of planets.

Category 1 (Essential Components)PE: Lab Activity, 582-583, The Inner Planets, 588-589



Visualizations CD-ROM:Chapter 26:Vast Distances Between Planets of the Solar System(continued on next page)



Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Alternative Assessment, Chapter 26 Test

www.mcdougallittell.com:Chapter 26, Visualizations: Vast Distances Between Planets of the SolarSystem

• explain the evolution of a star through all stages of its potential development.

Category 1 (Essential Components)PE: Life Cycle of Stars, 626-630

Category 2 (Free on bid)TE: 610, 626-630

Laboratory Manual:Chapter 28, Lab Activity C: Stellar Evolution, 123




Visualizations CD-ROM:Chapter 28: Life Stages of Stars


www.mcdougallittell.com:Chapter 28, Visualizations: Life Stages of Stars



• classify galaxies according to their shapes.

Category 1 (Essential Components)PE: Galaxies and the Universe: 631-635




Visualizations CD-ROM:Chapter 28: Milky Way Galaxy; Regular, Irregular, and Very PeculiarGalaxies

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Reading Study Guide: 98; Formal Assessment: Chapter 28 Test

www.mcdougallittell.com:Chapter 28, Visualizations: Milky Way Galaxy; Regular, Irregular, andVery Peculiar Galaxies

• explore the role of astronomical events in Earth history (e.g., asteroid/meteor impacts,solar flares, and comets).

Category 1 (Essential Components)PE: Features on the Sun: 574-576; Solar System Debris: 602-605



Visualizations CD-ROM:Chapter 27: Comet’s Passage Through the Solar System; Meteor Showers

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Reading Study Guide: 98

www.mcdougallittell.com:Chapter 27, Visualization: Comet’s Passage through the Solar System;Meteor Showers



• investigate the relationship between the length of the day and the inclination andrelative position of the sun to the earth (seasons).

Category 1 (Essential Components)PE: Earth’s Revolution, 80-83; Interpreting Graphics: 87, Intensity of

Insolation: 374-375

Category 2 (Free on bid)TE: 80-83, 87, 374-375

Laboratory Manual:Chapter 4, Lab Activity: Time and the Sun, 13





Visualizations CD-ROM:Chapter 4: View of the Night Sky; Earth’s Yearly Revolution;Chapter 17: Seasonal Changes in the Amount of Sunlight Reaching Earth

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Reading Study Guide: 12; Formal Assessment: Chapter 4 Test;Alternative Assessment: Chapter 4 Test

www.mcdougallittell.com.classzone.comChapter 4, Visualization: View of the Night Sky; Earth’s YearlyRevolution; Chapter 17: Seasonal Changes in the Amount of SunlightReaching Earth



• interpret a tide chart using an almanac or the Internet.

Category 1 (Essential Components)PE: Tides: 541-543; Concept Review: 546; Writing About the Earth

System: 547

Category 2 (Free on bid)TE: 530-531, 541-543, 546-547

Laboratory Manual:Chapter 24, Lab Activity B: Ocean Tides and Tidal Ranges, 105




Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 84; Reading Study Guide: 86;Alternative Assessment: Chapter 24 Test

www.mcdougallittell.com:Chapter 28, Lab Activity C: Stellar Evolution, 123

• describe the relationship between mass and gravity.

Category 1 (Essential Components)PE: Isaac Newton and the Law of Gravitation, 580; Planetary

Satellites, 599-601; Mass, Size and Temperature of Stars, 621;Death of a Star Like the Sun, 628

Category 2 (Free on bid)TE: 75, 599-601, 621, 628

Laboratory Manual:Chapter 28, Lab Activity C: Stellar Evolution, 123



• construct a historical timeline of man’s changing perceptions and knowledgeregarding astronomy.

Category 1 (Essential Components)PE: Observing the Solar System: A History, 577-580; Science: 581

Category 2 (Free on bid)TE: 577-580, 581




www.mcdougallittell.com:Chapter 26, Investigations: Why Does the Size of the Sun Appear toChange?

• explore recent developments in space exploration.




Visualizations CD-ROM:Chapter 27, Distances between Planets in the Solar System; Using Radar toMap Venus

Category 3 (Other free materials in accord with our national policy)

www.mcdougallittell.com:Chapter 25, Data Center: Recent Historical Missions to the Moon;Chapter 26, Data Center: Galileo’s telescopes;Chapter 27, Data Center: Latest Missions to Mars;Chapter 27, Investigations: How Fast Does the Wind Blow on Jupiter?;Chapter 27, Careers: Becoming an Astronaut;Chapter 27, Visualizations: Distances Between Planets in the SolarSystem; Using Radar to Map Venus



• explore the benefits of space technology in our everyday lives.

Category 1 (Essential Components)PE: Scientists Tools: 35-37; Satellite Technology: 49; Computer

Technology: 50; Science and Technology: 52,184, 242, 329, 454;Forecasting Weather: 455; Science and Society: 468; SatelliteObservation: 511

Category 2 (Free on bid)TE: 35-37, 49, 50, 52, 184, 242, 329, 454, 455, 468, 511


• compare and contrast earth to other planets in our solar system.

Category 1 (Essential Components)PE: The Inner Planets: 588-592; The Outer Planets: 954-598


Laboratory Manual:Chapter 26, Lab Activity: Ellipses and Eccentricity, 113

Reading Study Guide: 91, 92, 93


Visualizations CD-ROM:Chapter 27: Distances Between Planets in the Solar System?; How RadarWas Used to Map Venus; How Fast Does the Wind Blow In Jupiter?

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Reading Study Guide: 91, 92, 93; Formal Assessment: Chapter 27 Test

www.mcdougallittell.com:Chapter 27, Visualizations: Distances Between Planets in the SolarSystem?; How Radar Was Used to Map Venus; How Fast Does the WindBlow In Jupiter?

• research Tennessee's contribution to earth and space science.

Research into the contributions Tennessee has made to Earth and SpaceScience is possible in each chapter or unit in the text. Topics can beassigned and students can report on the findings.



• research a career related to Earth systems such as: astronomer, astronaut, planetarygeologist, aerospace engineer, and astrophysicist.

Category 1 (Essential Components)PE: 576, 596

Category 2 (Free on bid)TE: 576, 596

Category 3 (Other free materials in accord with our national policy)www.mcdougallittell.com:Chapter 26, Careers: Solar Physicist; Chapter 27, Careers: Astronaut



Standard Number: 2.0 Energy in the Earth System

Standard: The student will explore issues associated with energy use in the Earthsystem.


The student will

2.1 investigate energy sources.

Category 1 (Essential Components)PE: The Energy Cycle: 16-17; Energy Resources: 148-153

Category 2 (Free on bid)TE: 16-17; 142-143, 148-153

Laboratory Manual:Chapter 7, Inquiry Activity: Investigating Ore Deposits, 33




Visualizations CD-ROM:Chapter 7, An Animation Showing Coal Form; An Animation of NuclearFission

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Reading Study Guide: 22, 23; Formal Assessment: Chapter 7 Test;Alternative Assessment: Chapter 7 Test

www.mcdougallittell.com:Chapter 7, Visualization: An Animation Showing Coal Form; AnAnimation of Nuclear Fission



2.2 explore energy transfer pathways.

Category 1 (Essential Components)PE: The Water Cycle: 13; The Carbon Cycle: 14-15; The Energy

Cycle: 16-17; Where Volcano’s Form: 194-198; How and WhereEarthquakes Occur: 214-216; How Mountains Form: 238-241;Characteristics of Rivers and Streams: 281-282; Rapids andWaterfalls: 288-289; Glacial Movement and Erosion: 321-325;Wind as an Agent of Change: 340-343; Waves in the Sea: 344-347;Heat and the Atmosphere: 369-373

Category 2 (Free on bid)TE: 13-17, 168-169, 180-181, 194-198, 214-216, 238-241, 281-282, 288-

289, 321-325, 340-347, 369-373

Laboratory Manual:Chapter 8, Lab Activity: Pattern of Magnetic Polarity Reversals, 35;Chapter 10, Lab Activity: Earthquakes and Sub-direction Boundaries, 45;Chapter 11, Inquiry Activity: Faulting and Folding: 47;Chapter 16, Lab Activity: Effects of Blowing Winds, 71;Chapter 19, Map Activity; Prevailing Winds, 83



Formal Assessment: Chapter 1: Test; Chapter 8: Test; Chapter 9: Test;Chapter 10: Test; Chapter 11: Test; Chapter 13: Test; Chapter 15: Test;Chapter 16: Test; Chapter 17: Test


Visualizations CD-ROM:Chapter 1: Raindrop Traveling Through Water Cycle; Evidence of theCarbon Cycle; Chapter 8: Convection in the Mantle;Chapter 9: Volcanism along a Rift Zone; Volcanic Islands Forming Over aHot Spot; Chapter 11:Fault Motion; Chapter 13: River Erosion CausingWaterfalls and Chasms; Chapter 15: Glaciers Erode Bedrock Surfaces;Chapter 16: Formation of an Arch; Formation of Loess Deposits; WaveMotion; Waves Break on the Shore




Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 35, 38, 42, 50, 57, 64; Reading StudyGuide: 3, 26, 32, 37, 54, 57; Formal Assessment: Chapter 1: Test;Chapter 8: Test; Chapter 9: Test; Chapter 10: Test; Chapter 11: Test;Chapter 13: Test; Chapter 15: Test; Chapter 16: Test; Chapter 17: Test

www.mcdougallittell.com:Chapter 9, Investigations: How Are Volcanoes Related to PlateTectonics?; Chapter 10, Investigations: How Are Earthquakes Related toPlate Tectonics?; Chapter 11, Investigations: How Do Rocks Respond toStress?; Chapter 13, Investigations: How Does Stream Flow Change OverTime?; Chapter 16, Investigations: What Controls the Shaped and Motionof Sand Dunes?; Chapter 17, Investigations: What Can We Learn from aThermometer on a Rising Balloon?; Chapter 1, Visualizations: RaindropTraveling Through Water Cycle; Evidence of the Carbon Cycle;Chapter 8, Visualizations: Convection in the Mantle;Chapter 9, Visualizations: Volcanism along a Rift Zone; Volcanic IslandsForming Over a Hot Spot; Chapter 11, Visualizations: Fault Motion;Chapter 13, Visualizations: River Erosion Causing Waterfalls andChasms; Chapter 15, Visualizations: Glaciers Erode Bedrock Surfaces;Chapter 16, Visualizations: Formation of an Arch; Formation of LoessDeposits; Wave Motion; Waves Break on the Shore

2.3 evaluate alternative energy sources.

Category 1 (Essential Components)PE: The Energy Cycle: 16-17, Energy Resources: 148-153














• differentiate among the forms of energy (light, heart, mechanical, and chemical).

Category 1 (Essential Components)PE: The Energy Cycle: 16-17; Energy resources: 148-153; Heat in the

Atmosphere: 369-370; A Closer Look at Light: 612-616


Laboratory Manual:Chapter 28, Lab Activity: The Simple Spectroscope, 119

Formal Assessment: Chapter 1 Test; Chapter 7 Test; Chapter 17 Test;Chapter 28 Test


Visualizations CD-ROM:Chapter 7: Animation Showing Coal Form; Animation of Nuclear Fission;Chapter 28: Exploded Star, Change in a Spar’s Spectrum

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Formal Assessment: Chapter 1 Test; Chapter 7 Test; Chapter 17 Test;Chapter 28 Test; Alternative Assessment: Chapter 7 Test

www.mcdougallittell.com:Visualizations, Chapter 7: Animation Showing Coal Form; Animation ofNuclear Fission; Chapter 28, Visualizations: Exploded Star, Change in aSpar’s Spectrum



• illustrate the three types of energy transfer (radiation, conduction, and convection)and give examples.

Category 1 (Essential Components)PE: Heat and the Atmosphere: 369-370




• describe energy resources (e.g., fossil fuels, solar, geothermal, nuclear, wind, andhydroelectric).

Category 1 (Essential Components)PE: The Energy Cycle: 16-17, Energy Resources: 148-153











• distinguish between renewable and nonrenewable resources and their conservation.

Category 1 (Essential Components)PE: Energy Resources: 148-153










• investigate the sun as the major source of the Earth’s energy.

Category 1 (Essential Components)PE: The Energy Cycle: 16-17; The Sun: 152;

Science and Technology: 157;The Sun’s Size, Heat and Structure: 572-576

Category 2 (Free on bid)TE: 16-17, 152, 157, 570-571, 572-576



Formal Assessment: Chapter 26 Test(continued on next page)




Visualizations CD-ROM:Chapter 26: Sun at Different Wavelengths


www.mcdougallittell.com:Chapter 7, Data Center: Solar Power; Visualizations, Chapter 26: Sun atDifferent Wavelengths

• explore the three primary sources of internal energy: gravitational energy from theearth's original formation, friction, and radioactive decay.

Category 1 (Essential Components)PE: Earth’s Formation: 70-74





Visualizations CD-ROM:Chapter 4: Origin of the Solar System

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 18; Reading Study Guide: 10;Formal Assessment: Chapter 4 Test

www.mcdougallittell.com:Chapter 4, Investigations: How Do We Know About Layers Deep Withinthe Earth?; Visualizations, Chapter 4: Origin of the Solar System



• reflect upon a teacher demonstration of energy conservation (e.g., driving a nail into aboard or mixing vinegar and baking soda).

Category 1 (Essential Components)PE: The opportunity to address this standard is found on the following

pages: The Energy Cycle: 16-17

Category 2 (Free on bid)TE: The opportunity to address this standard is found on the following

pages: 16-17

• diagram and evaluate pathways of energy transfer to demonstrate the law ofconservation of energy.


pages: The Water Cycle: 13; The Carbon Cycle: 14-15; TheEnergy Cycle: 16-17; Where Volcano’s Form: 194-198; How andWhere Earthquakes Occur: 214-216; How Mountains Form: 238-241; Characteristics of Rivers and Streams: 281-282; Rapids andWaterfalls: 288-289; Glacial Movement and Erosion: 321-325;Wind as an Agent of Change: 340-343; Waves in the Sea: 344-347;Heat and the Atmosphere: 369-373


pages: 13-17, 168-169, 180-181, 194-198, 214-216, 238-241, 281-282,288-289, 321-325, 340-347, 369-373

Laboratory Manual:Chapter 8, Lab Activity: Pattern of Magnetic Polarity Reversals, 35;Chapter 10, Lab Activity: Earthquakes and Sub-direction Boundaries, 45;Chapter 11, Inquiry Activity: Faulting and Folding: 47;Chapter 16, Lab Activity: Effects of Blowing Winds, 71;Chapter 19, Map Activity: Prevailing Winds, 83



Formal Assessment: Chapter 1 Test; Chapter 8 Test; Chapter 9 Test;Chapter 10 Test; Chapter 11 Test; Chapter 13 Test; Chapter 15 Test;Chapter 16 Test; Chapter 17 Test





Visualizations CD-ROM:Chapter 1, Raindrop Traveling Through Water Cycle; Evidence of theCarbon Cycle; Chapter 8, Convection in the Mantle; Chapter 9, Volcanismalong a Rift Zone; Volcanic Islands Forming Over a Hot Spot;Chapter 11, Fault Motion; Chapter 13, River Erosion Causing Waterfallsand Chasms; Chapter 15, Glaciers Erode Bedrock Surfaces;Chapter 16, Formation of an Arch; Formation of Loess Deposits; WaveMotion; Waves Break on the Shore

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 35, 38, 42, 50, 57, 64; Reading StudyGuide: 3, 26, 32, 37, 54, 57; Formal Assessment: Chapter 1 Test; Chapter8 Test; Chapter 9 Test; Chapter 10 Test; Chapter 11 Test; Chapter 13 Test;Chapter 15 Test; Chapter 16 Test; Chapter 17 Test

www.mcdougallittell.com:Chapter 9, Investigations: How Are Volcanoes Related to PlateTectonics?; Chapter 10, Investigations: How Are Earthquakes Related toPlate Tectonics?; Chapter 11, Investigations: How Do Rocks Respond toStress?; Chapter 13, Investigations: How Does Stream Flow Change OverTime?; Chapter 16, Investigations: What Controls the Shaped and Motionof Sand Dunes?; Chapter 17, Investigations: What Can We Learn from aThermometer on a Rising Balloon?; Visualizations, Chapter 1: RaindropTraveling Through Water Cycle; Evidence of the Carbon Cycle;Chapter 8, Visualizations: Convection in the Mantle;Chapter 9, Visualizations Volcanism along a Rift Zone; Volcanic IslandsForming Over a Hot Spot; Chapter 11, Visualizations: Fault Motion;Chapter 13, Visualizations: River Erosion Causing Waterfalls andChasms; Chapter 15,Visualizations: Glaciers Erode Bedrock Surfaces;Chapter 16, Visualizations: Formation of an Arch; Formation of LoessDeposits; Wave Motion; Waves Break on the Shore

• relate the transfer of energy through the geologic cycles: mantle convection, wind,and ocean currents.

Category 1 (Essential Components)PE: Causes of Plate Movement: 180-181; Air Pressure and Wind: 414-

418; Factors Affecting Wind: 419-421; Global Wind Patterns: 422-425; Surface Currents: 532-535; Currents Under the Surface: 536-539





Laboratory Manual:Chapter 19, Map Activity A: Prevailing Winds, 83;Chapter 19, Lab Activity B: Evaporation and Wind, 85;Chapter 24, Map Activity A: World Ocean Currents, 103




Formal Assessment: Chapter 8 Test; Chapter 19 Test; Chapter 24 Test


Alternative Assessment: Chapter 8 Test, Chapter 19 Test

Visualizations CD-ROM:Chapter 8: Convection in the Mantle; Chapter 19: How Air PressureAffects a Rising Balloon; How Barometric Pressure Changes With WeatherPatterns; Land and Sea Breezes; Coriolis Effect, How the Coriolis EffectInfluences Wind Direction; Chapter 24: Global Surface Currents; How theMonsoon Changes Directions; How Currents Circulate as a System

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 69, 83; Reading Study Guide: 26, 64, 65,66, 84, 85; Formal Assessment: Chapter 8 Test; Chapter 19 Test; Chapter24 Test; Alternative Assessment: Chapter 8 Test, Chapter 19 Test

www.mcdougallittell.com:Chapter 19, Investigations: How Does the Jet Stream Change ThroughThe Year?; Chapter 24, Investigations: How Can One Ocean CurrentAffect the Whole North Atlantic?; Chapter 8, Visualizations: Convectionin the Mantle; Chapter 19, Visualizations: How Air Pressure Affects aRising Balloon; How Barometric Pressure Changes With Weather Patterns;Land and Sea Breezes; Coriolis Effect, How the Coriolis Effect InfluencesWind Direction; Chapter 24, Visualizations: Global Surface Currents;How the Monsoon Changes Directions; How Currents Circulate as a System



• describe the impact of energy transfer on human activity (hurricanes, crops growing--photosynthesis, volcanic eruptions, tsunamis).

Category 1 (Essential Components)PE: How Interactions Change the Spheres: 11-12;

The Carbon Cycle: 14-15; The Energy Cycle: 16-17; Magma andErupted Materials: 199-201; Tsunamis: 223; When VolcanoesBreathe Life: 250-251; Effects of Tornadoes: 448-449;Hurricanes and Winter Storms: 450-453

Category 2 (Free on bid)TE: 11-12, 14-17, 199-201, 223, 250-251, 448-449, 450, 453

Laboratory Manual:Chapter 20, Lab Activity B: Hurricane Andrew, 91

Internet Investigations Guide: 37, 44-45




Visualizations CD-ROM:Chapter 1: Raindrop Traveling Through Various Paths of the Water Cycle;Evidence of the Carbon Cycle; Chapter 9: Video Clips of EruptedMaterials; Chapter 20: Animation of a Hurricane

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 37, 44-45; Reading Study Guide: 70, 71;Formal Assessment: Chapter 1 Test; Chapter 9 Test; Chapter 20 Test

www.mcdougallittell.com:Unit 3, Investigation: How Can One Volcano Change the World;Chapter 20, Data Center: Hurricane Safety; Winter Safety; TornadoSafety; Chapter 9, Investigations: Is It Safe to Live Near a Volcano?;Chapter 1, Visualizations: Raindrop Traveling Through Various Paths ofthe Water Cycle; Evidence of the Carbon Cycle;Chapter 9, Visualizations: Video Clips of Erupted Materials;Chapter 20, Visualizations: Animation of a Hurricane



• compare and contrast alternative energy sources and their environmental impact.

Category 1 (Essential Components)PE: Energy Resources: 148-153; Environmental Issues: 154-159






Visualizations CD-ROM:Chapter 7:Animation: Showing Coal Form, Animation of Nuclear Fission

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 25, 26; Reading Study Guide: 22, 23;Formal Assessment: Chapter 7 Test; Alternative Assessment: Chapter 7Test

www.mcdougallittell.com:Chapter 7, Investigation: What Happens When an Oil Spill Occurs?; Whyis This Place Protected?; Chapter 7, Data Center: Solar Power;Chapter 7, Visualizations: Animation Showing Coal Form; Animation ofNuclear Fission


• research careers that relate to energy in the earth system such as nuclear engineer,chemical engineer, environmental engineer, geochemical scientist, materials engineer,geologists, meteorologist, and hydrologist.

Category 1 (Essential Components)\PE: Electromagnetic Geophysicist: 187; Earthquake Engineer: 21;

Hydrologist: 282; Environmental Consultant: 368; Air ForceMeteorologist: 400; Weather Observer: 456

Category 2 (Free on bid)TE: 187, 221, 282, 368, 400, 456




Category 3 (Other free materials in accord with our national policy)

www.mcdougallittell.com:Chapter 8, Careers: Geophysicist; Chapter 10, Careers: StructuralEngineer; Chapter 13, Careers: Hydrologist;Chapter 17, Careers: Environmental Consultant;Chapter 18, Careers: Air Force Meteorologist;Chapter 20, Careers: Weather Observer

• debate issues related to energy sources, resources, and local impact.

Category 1 (Essential Components)PE: Energy Resources: 148-153; Environmental Issues: 154-159






Visualizations CD-ROM:Chapter 7:Animation: Showing Coal Form, Animation of Nuclear Fission

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 25, 26; Reading Study Guide: 22, 23;Formal Assessment: Chapter 7 Test; Alternative Assessment: Chapter 7Test

www.mcdougallittell.com:Chapter 7, Investigation: What Happens When an Oil Spill Occurs?; Whyis This Place Protected?; Chapter 7, Data Center: Solar Power;Chapter 7, Visualizations: Animation Showing Coal Form, Animation ofNuclear Fission



Standard Number: 3.0 Cycles in the Earth System

Standard: The student will investigate the principal features of the cycles in the Earthsystem.


The student will

3.1 explain the components of the tectonic cycle.

Category 1 (Essential Components)PE: Where Mountains Form: 236-237; How Mountains Form: 238-

241; Types of Mountains: 243-245; Map Activity: 246-247


Laboratory Manual:Chapter 11, Inquiry Activity: Faulting and Folding, 47






Visualizations CD-ROM:Chapter 11: Fault Motion; Himalayas Forming

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 41, 42, 43; Reading Study Guide: 36, 37,38; Formal Assessment: Chapter 11 Test;Alternative Assessment: Chapter 11 Test

www.mcdougallittell.com:Chapter 11, Investigations: How are Mountains Related to PlateTectonics?; How Do Rocks Respond to Stress?; What are Forces CreatedThese Geologic Features?



3.2 investigate the rock cycle.

Category 1 (Essential Components)PE: How Rocks Form: 118-120







Visualizations CD-ROM:Chapter 6: Examine Rocks

Category 3 (Other free materials in accord with our national policy)www.mcdougallittell.com:Chapter 6, Visualizations: Examine Rocks;Chapter 6, Investigation: How Do Rocks Undergo Change?

3.3 analyze the hydrologic cycle.

Category 1 (Essential Components)PE: The Water Cycle: 13; Streams and Rivers: 280-282;

River Valleys: 287-289; Map Activity: 294-295; Water in theGround: 300-305; The Atmosphere in Balance: 366-367; Humidityand Condensation: 390-395; Clouds: 396-401; Precipitation: 402-406

Category 2 (Free on bid)TE: 13, 278-279, 280-282, 287-289, 294-295, 298-299, 300-305, 366-367,

390-406

Laboratory Manual:Chapter 14, Lab Activity A: Porosity, Permeability, and Capillarity: 61;Chapter 18, Lab Activity: Dew Point and Relative humidity: 81

Internet Investigations Guide: 50-53, 67






Formal Assessment: Chapter 13 Test; Chapter 14 Test, Chapter 18 Test


Visualizations CD-ROM:Chapter 13: Sediment transported by flowing water; River Erosion;Chapter 14: How Geysers Erupt; Chapter 18: Satellite Images of WaterVapor; Cloud Formation; Hail Forming

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 50-53, 67; Formal Assessment: Chapter13 Test; Chapter 14 Test, Chapter 18 Test; Reading Study Guide: 43, 45,47, 61, 62, 63; Guide to Earth Science in Urban Environments: 13-20

www.mcdougallittell.com:Chapter 13, Invest: How Does the Stream Flow Change Over Time?;Chapter 13, Visualization: Sediment transported by flowing water, RiverErosion; Chapter 14, Visualization: How Geysers Erupt;Chapter 18, Visualization: Satellite Images of Water Vapor; CloudFormation; Hail Forming; Chapter 14, Investigation: How Does WaterMove Through the Ground?; Chapter 18, Investigations: Which Way Doesthe Wind Blow?

3.4 interpret and assimilate data related to the atmospheric cycle.

Category 1 (Essential Components)PE: The Atmosphere in Balance: 366-368;

Heat and the Atmosphere: 369-373;Humidity and Condensation: 390-395; Clouds: 396-401;Precipitation: 402-406; Air Pressure and Wind: 414-418


Laboratory Manual:Chapter 18, Lab Activity: Dew Point and Relative Humidity, 81;Chapter 19, Map Activity A: Prevailing Winds, 83;Chapter 19, Lab Activity B: Evaporation and Wind, 85









Alternative Assessment: Chapter 18 Test; Chapter 19 Test

Visualizations CD-ROM:Chapter 17: Observe Auroras; Chapter 18: Satellite Images of WaterVapors; Cloud Formation; Hail Forming; Chapter 19: How Air PressureAffects a Rising Balloon; Barometric Pressure

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 64, 67; Reading Study Guide: 57, 58, 61,62, 63, 64; Formal Assessment: Chapter 17 Test; Chapter 18 Test; Chapter19 Test; Alternative Assessment: Chapter 18 Test; Chapter 19 Test

www.mcdougallittell.com:Chapter 17, Investigations: What Can You Learn from a Thermometer ona Rising Balloon?; Chapter 17, Visualizations: Observe Auroras;Chapter 18, Visualizations: Satellite Images of Water Vapors; CloudFormation; Hail Forming; Chapter 18, Investigations: Which Way Doesthe Wind Blow

3.5 differentiate between the geo-chemical (Earth system) cycles.

Category 1 (Essential Components)PE: What Is Plate Tectonics?: 172-175; Types of Plate Boundaries:

176-179; Causes of Plate Movement: 180-181; Plate Movement andContinental Growth: 182-187; How and Where Volcanoes Form:194-198; Volcanic Land forms: 202-204; How and WhereEarthquakes Occur: 214-216; Where Mountains Form: 236-237;How Mountains Form: 238-241

Category 2 (Free on bid)TE: 170, 171, 172-187, 194-198, 202-204, 214-216, 236-241

Laboratory Manual:Chapter 8, Lab Activity; Patterns of Magnetic Polarity Reversal;Chapter 10, Lab Activity: Earthquakes and Subduction Boundaries:Chapter 11, Inquiry Activity: Faulting and Folding

Internet Investigations Guide: 32, 33, 35, 36, 38, 41, 42




Reading Study Guide: 24, 25, 26, 27, 28, 30, 32, 36, 37, 38

Formal Assessment: Chapter 8 Test; Chapter 9 Test; Chapter 10 Test;Chapter 11 Test

Alternative Assessment: Chapter 8 Test; Chapter 9 Test; Chapter 11 Test

Visualizations CD-ROM:Chapter 8: Processes Along Plate Boundaries; Convection in the Mantle;Breakup of Pangaea; Plate Movement Predicted for the Future; Growth of AContinent; Chapter 9: Volcanism at a Subduction Zone; Volcanism Alonga Rift zone; Volcanic Islands Forming Over a Hot spot;Chapter 10: Earthquake Waves; Chapter 11: Fault Motion

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 32, 33, 35, 36, 38, 41, 42; Reading StudyGuide: 24, 25, 26, 27, 28, 30, 32, 36, 37, 38; Formal Assessment: Chapter8 Test; Chapter 9 Test; Chapter 10 Test; Chapter 11 Test; AlternativeAssessment: Chapter 8 Test; Chapter 9 Test; Chapter 11 Test

www.mcdougallittell.com:Chapter 8, Investigation: What Is Earth’s Crust Like?; How Old Is theAtlantic Ocean?; Chapter 8, Visualizations: Processes Along PlateBoundaries; Convection in the Mantle; Breakup of Pangaea; PlateMovement Predicted for the Future; Growth of A Continent;Chapter 9, Investigation: How One Volcanoes Related to Plate Tectonics?;How Fast Do Gases From Volcanic Eruptions Travel?;Chapter 9, Visualizations: Volcanism at a Subduction Zone; VolcanismAlong a Rift zone; Volcanic Islands Forming Over a Hot spot;Chapter 10, Investigations: How Are Earthquakes Related to Tectonics?;Chapter 10, Visualizations: Earthquake Waves;Chapter 11, Investigations: How Are Mountains Related to PlateTectonics?; Chapter 11, Visualizations: Fault Motion



3.6 evaluate the role of living organisms within the Earth system cycles.

Category 1 (Essential Components)PE: The Biosphere: 10-12; The Carbon Cycle: 14-15; The Earth

System and the Environment: 62-63, 164-165; EnvironmentalIssues: 154-159, Erosion and Soil Conservation: 272-273; FloodPrevention and Control: 292; Conserving Groundwater: 306-307;Human Impact on the Environment: 378-382; Science AndTechnology: 383; Ocean Life: 499-502

Category 2 (Free on bid)TE: 10-12, 14-15, 62-63,154-159, 164-165, 272-273, 292, 306-307, 378-

382, 383, 499-502

Laboratory Manual:Chapter 17, Lab Activity A: Trends in Atmosphere Carbon Dioxide;Inquiry Activity B: Measuring Particulate Air Pollution, 79

Internet Investigations Guide: 7, 25, 26, 66


Visualizations CD-ROM:Chapter 1: Evidence of the Carbon Cycle; Chapter 17: Forest Fires

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 7, 25, 26, 66; Reading Study Guide: 60

www.mcdougallittell.com:Chapter 1, Investigations: How Are Earth’s Spheres Interacting?;Chapter 1, Visualizations: Evidence of the Carbon Cycle;Chapter 7, Investigations: What Happens When an Oil Spill Occurs?; WhyIs This Place Protected?; Chapter 17, Visualizations: Forest Fires;Chapter 17, Investigations: How Does the Ozone Layer Change OverTime?; Chapter 17, Data Center: Learn How Air Pollution Can BeReduced;



3.7 investigate maps.

Category 1 (Essential Components)PE: Modeling the Planet: 44-47; Map-making and Technology: 48-51;

Science and Technology: 52; Topographic Maps: 53-57


Laboratory Manual:Chapter 3, Map Activity A: Map legends and Symbols, 7;Map Activity B: Reading a Topographic Map, 9; Lab Activity C: Mappinga Mountain, 11






Visualizations CD-ROM:Chapter 3: Observe One Place At Many Scales; Observe ManyRepresentations of a Single Place

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 11, 12; Reading Study Guide: 7, 8, 9;Formal Assessment: Chapter 3 Test; Alternative Assessment: Chapter 3Test

www.mcdougallittell.com:Chapter 3, Investigations: How Do Map Projections Distort Earth’sSurface?; How Do Latitude and Longitude Coordinates Help Us SeePatterns on Earth?; Chapter 3, Data Center: Make Your Own Map Withan Online GIS.





• explore continental drift/plate tectonics theory using models.

Category 1 (Essential Components)PE: What is Plate Tectonics: 172-175; Types of Plate Boundaries: 176-

179; Causes of Plate Movement: 180-181; Plate Movements andContinental Growth: 182-187


Laboratory Manual:Chapter 8, Lab Activity: Patterns of Magnetic Polarity Reversals, 35


Reading Study Guide: 24, 25, 26, 27


Teaching Transparencies: 8, 9, 10, 11


Visualizations CD-ROM:Chapter 8: Mid-Ocean Ridges; Processes that Occur Along PlateBoundaries; Convection in the Mantle; Break up Of Pangaea; PlateMovement Predicted for the Future; Growth of a Continent

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 32, 33; Reading Study Guide: 24, 25, 26,27; Formal Assessment: Chapter 8 Test; Alternative Assessment: Chapter8 Test

www.mcdougallittell.com:Chapter 8, Investigations: What is Earth’s Crust Like?; How Old is theAtlantic Ocean?; Chapter 8, Visualizations: Mid-Ocean Ridges; Processesthat Occur Along Plate Boundaries; Convection in the Mantle; Break up OfPangaea; Plate Movement Predicted for the Future, Growth of a Continent



• distinguish between minerals and rocks.

Category 1 (Essential Components)PE: What is a Mineral?: 96; What is a Rock?: 118

Category 2 (Free on bid)TE: 88-89, 96, 118


• distinguish among sedimentary, igneous, and metamorphic rocks.

Category 1 (Essential Components)PE: How Rocks Form: 118-120; Igneous Rocks: 121-126; Sedimentary

Rocks: 127-131; Metamorphic Rocks: 133-137


Laboratory Manual:Chapter 6, Lab Activity: Rock Identification, 27


Guide to Earth Science in Urban Environments: 5-7, 8-9, 10-12





Visualizations CD-ROM:Chapter 6: Examine Rocks; Sediment Deposition; Clastic SedimentaryRock Formation; Metamorphic Rocks Forming




Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 22, 23; Guide to Earth Science in UrbanEnvironments: 5-7, 8-9, 10-12; Reading Study Guide: 17, 18, 19, 20;Formal Assessment: Chapter 6 Test; Alternative Assessment: Chapter 6Test

www.mcdougallittell.com:Chapter 6, Investigation: How Do Rocks Change?; How Do IgneousRocks Form?; Chapter 6, Visualizations: Examine Rocks; SedimentDeposition; Clastic Sedimentary Rock Formation; Metamorphic RocksForming

• diagram the rock cycle including the processes.

Category 1 (Essential Components)PE: The Rock Cycle: 119-120





Category 3 (Other free materials in accord with our national policy) www.mcdougallittell.com:Chapter 6, Investigation: How Do Rocks Undergo Change

• label the parts of the hydrologic cycle, given a diagram.

Category 1 (Essential Components)PE: The Water Cycle: 13

Category 2 (Free on bid)TE: 13


Visualizations CD-ROM:Chapter 1: Observe a Raindrop Traveling Through Various Paths of TheWater Cycle




Category 3 (Other free materials in accord with our national policy)www.mcdougallittell.com:Chapter 1, Visualizations: Observe a Raindrop Traveling through VariousPaths of the Water Cycle

• collect and interpret basic weather data from meteorological instruments(thermometer, rain gauge, dry/wet thermometer, and barometer).


pages: Temperature: Precipitation, 466-467


pages: 456, 466-467


Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 73

www.mcdougallittell.com:Chapter 21, Investigations: What Factors Control Your Local Climate?

• demonstrate physical and chemical weathering.

Category 1 (Essential Components)PE: Weathering: 258-263

Category 2 (Free on bid)TE: 254, 256-257, 258-263

Laboratory Manual:Chapter 12, Inquiry Activity A: Weathering of Rock Materials, 51


Visualizations CD-ROM:Chapter 12: Effects of Mechanical Weathering; Chemical Weathering ofFeldspar to Clay





www.mcdougallittell.com:Chapter 12, Visualizations: Effects of Mechanical Weathering; ChemicalWeathering of Feldspar to Clay

• recognize the basic geochemical cycles: oxygen/carbon dioxide cycle, nitrogen cycle,and carbon cycle.

Category 1 (Essential Components)PE: Cycles the Earth: 13-18




Visualizations CD-ROM:Chapter 1: Raindrop Traveling Through Narrows Paths of the Water Cycle;Evidence of the Carbon Cycle


www.mcdougallittell.com:Chapter 1, Visualizations: Raindrop Traveling through Narrows Paths ofthe Water Cycle; Evidence of the Carbon Cycle




• distinguish between diverging and converging plate boundaries using a labeleddiagram of mantle convection currents.

Category 1 (Essential Components)PE: Types of Plate Boundaries: 176-179





Visualizations CD-ROM:Chapter 8: Processes that Occur Along Plate Boundaries


www.mcdougallittell.com:Chapter 8: Visualizations: Processes that Occur Along Plate Boundaries

• explain and map the relationship between plate tectonics to mountain building,volcanoes, and earthquakes.

Category 1 (Essential Components)PE: What is Plate Tectonics?: 172-175; How and When Volcanoes

Form: 194-198; How and Where Earthquakes Form: 214-216;Where Mountains Form: 236-237


Internet Investigations Guide: 32, 33, 35, 38, 40






Visualizations CD-ROM:Chapter 8: Magnetic Polarity Recorded in Rocks at Mid-Ocean Ridges:Chapter 9: Volcanism at a Subduction Zone; Volcanism along a Rift Zone,Volcanic Islands Forming Over a Hot Spot; Chapter 10: Earthquake Waves

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 32, 33, 35, 38, 40;Reading Study Guide: 27, 28, 32, 36

www.mcdougallittell.com:Chapter 8, Investigations: What is Earth’s Crust Like?: How Old is theAtlantic Ocean?; Chapter 8, Visualizations: Magnetic Polarity Recorded inRocks at Mid-Ocean Ridges; Chapter 9, Investigations: How areVolcanoes Related to Plate Tectonics?;Chapter 9, Visualizations: Volcanism at a Subduction Zone; Volcanismalong a Rift Zone, Volcanic Islands Forming Over a Hot Spot;Chapter10, Investigations: How are Earthquakes Related to PlateTectonics?; Chapter 10, Visualizations: Chapter 10: Earthquake WavesChapter 11, Investigations: How Are Mountains Related to PlateTectonics?

• identify mineral samples using simple property tests (hardness, luster, streak,cleavage/fracture and perhaps specific gravity, acid, shape, and taste).

Category 1 (Essential Components)PE: Identifying Minerals: 104-107; Appendix A: Properties of Some

Common Mineral, 700-701


Laboratory Manual:Chapter 5, Lab Activity C: Mineral Identification, 23






• Identify rock samples as sedimentary, igneous, or metamorphic.

Category 1 (Essential Components)PE: How Rocks Form: 118-120; Igneous Rocks: 121-126; Sedimentary

Rocks: 127-131; Metamorphic Rocks: 133-137


Laboratory Manual:Chapter 6, Lab Activity: Rock Identification, 27


Guide to Earth Science in Urban Environments: 5-7, 8-9, 10-12





Visualizations CD-ROM:Chapter 6: Examine Rocks; Sediment Deposition; Clastic SedimentaryRock Formation; Metamorphic Rocks Forming

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 22, 23; Guide to Earth Science in UrbanEnvironments: 5-7, 8-9, 10-12; Reading Study Guide: 17, 18, 19, 20;Formal Assessment: Chapter 6 Test; Alternative Assessment: Chapter 6Test

www.mcdougallittell.com:Chapter 6, Investigation: How Do Rocks Change?; How Do IgneousRocks Form?; Chapter 6, Visualizations: Examine Rocks; SedimentDeposition; Clastic Sedimentary Rock Formation; metamorphic RocksForming



• identify uses of rocks and minerals.

Category 1 (Essential Components)PE: Mineral Resources: 144-147





• describe the role of water (i.e. weathering, groundwater, river systems, glaciers, andoceans) in the evolution of landform processes.

Category 1 (Essential Components)PE: Ice and Water: 258-259; Streams and Rivers: 280-282; Stream,

Erosion and Deposition: 283-286; River Valleys: 287-289; Water inthe Ground: 300-305; Glacial Movement and Erosion: 321-325


Laboratory Manual:Chapter 6, Lab Activity B: Sediment Sorting and Transportation, 57






Visualizations CD-ROM:Chapter 12: Mechanical Weathering; Chapter 13: Sediment Transport byFlowing Water, River Erosion Causing Waterfalls and Chasms;Chapter 14: Geysers Erupt; Chapter 15: Glaciers Erode Bedrock Surfaces




Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 50, 53; Reading Study Guide: 43, 44, 45,47; Formal Assessment: Chapter 14 Test;Alternative Assessment: Chapter 14 Test

www.mcdougallittell.com:Chapter 12, Visualizations: Mechanical Weathering;Chapter 13, Visualizations: Sediment Transport by Flowing Water, RiverErosion Causing Waterfalls and Chasms;Chapter 14, Visualizations: Geysers Erupt;Chapter 13, Investigations: How Does Stream Flow Change Over Time?;Chapter 14, Investigations: How Does Water Move Through the Ground?

• analyze weather data and make simple predictions using weather maps.

Category 1 (Essential Components)PE: Types of Air Masses: 437-438;

Life Cycle of a Mid-Latitude Low: 441-442; Making a SurfaceWeather Map: 458; Map Activity: 460-461

Category 2 (Free on bid)TE: 437-438, 441-442, 458

Laboratory Manual:Chapter 20, Map Activity A: Weather Patterns


Reading Study Guide: 68, 69, 70, 71, 72




Visualizations CD-ROM:Chapter 20: Air Masses Moving Across North America




Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 71; Reading Study Guide: 68, 69, 70, 71,72; Formal Assessment: Chapter 20 Test;Alternative Assessment: Chapter 20 Test

www.mcdougallittell.com:Chapter 20, Investigations: How Does a Mid-Latitude Low Develop into aStorm System?; Chapter 20, Visualizations: Air Masses Moving AcrossNorth America

• understand the interrelationships among the geochemical cycles: a fixed amount ofeach stable element cycles through the earth systems, (the law of conservation ofmass).

Category 1 (Essential Components)PE: Cycles and the Earth: 13-18




Visualizations CD-ROM:Chapter 1: Raindrop Traveling Through Various Paths of the Water Cycle;Evidence of the Carbon Cycle


www.mcdougallittell.com:Chapter 1, Visualizations: Raindrop Traveling through Narrows Paths ofthe Water Cycle; Evidence of the Carbon Cycle



• recognize the interrelationships of geologic processes and human activity (e.g.,floods, earthquakes, volcanoes, acid rain, and global warming) .

Category 1 (Essential Components)PE: Environmental Issues: 154-155; Science and Society: 205;

Earthquake Hazards: 222-226; Floods: 291-292;Global Warming: 381-382

Category 2 (Free on bid)TE: 154-155, 205, 222-226, 291-292, 381-382



Visualizations CD-ROM:Chapter 10: Video Taken During a Earthquake


www.mcdougallittell.com:Chapter 9, Investigations: How Fast Do Gases From Volcanic EruptionsTravel?; Chapter 10, Visualizations: Video Taken During a Earthquake

• write an essay on how geology affects your everyday life.

Category 1 (Essential Components)Students may use information for the following units to obtainbackground information for the essay:

Unit 2: Earth’s Matter, 66: Unit 3: Dynamic Earth, 168;Unit 4: Earth’s Changing Surface, 154; Unit 6, Earth’s Oceans, 486



• read and interpret topographic maps.

Category 1 (Essential Components)PE: Topographic Maps: 53-57; Why Does Air Pressure Change?: 416-

417

Category 2 (Free on bid)TE: 53-57, 417

Laboratory Manual:Chapter 3, Map Activity; Map Legends: Symbols, 7;Map Activity B: Reading a Topographic Map, 9; Lab Activity C: Mappinga Mountain, 11






• construct the geological cycle for a physiographic region or geologic time period inTennessee.

Category 1 (Essential Components)PE: The Geologic Time Scale: 666-671; The Precambrian and

Paleozoic: 676-677; The Mesozoic: 678-680; Earth’s RecentHistory: 681-685


Laboratory Manual:Chapter 30, Lab Activity A: Making a Geologic Timeline, 131









Visualizations CD-ROM:Chapter 30: Events Occurring Through Geologic Time, Breakup ofPangaea, Asteroid Impact at the End of the Cretaceous Period

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 104; Reading Study Guide: 102, 103, 104,105; Formal Assessment: Chapter 30 Test;Alternative Assessment: Chapter 30 Test

www.mcdougallittell.com:Chapter 30, Investigations: How Has Life Changed Over Geologic Time;Chapter 30, Visualizations: Events Occurring Through Geologic Time;Breakup of Pangaea; Asteroid Impact at the End of the Cretaceous Period

• investigate careers that relate to geology, such as mineralogist, geologist,meteorologist, volcanologist, gemologist, seismologist, paleontologist, and others.

Category 1 (Essential Components)PE: Land Surveyor: 51; Marble Sculptor: 136;

Earthquake Engineer: 221; Hydrologist: 282; Air ForceMeteorologist: 400; Weather Observer: 456

Category 2 (Free on bid)TE: 51, 136, 221, 282, 400, 456

Category 3 (Other free materials in accord with our national policy) www.mcdougallittell.com:Chapter 3, Careers: Land Surveyor; Chapter 6, Careers: MarbleSculptor; Chapter 10, Careers: Earthquakes Engineer;Chapter 13, Careers: Hydrologist; Chapter 18, Careers: Air ForceMeteorologist; Chapter 20, Careers: Weather Observer



Standard Number: 4.0 Geologic History

Standard: The student will explore the geologic history of the Earth.


The student will

4.1 interpret and evaluate the nature of geologic time.

Category 1 (Essential Components)PE: The Geologic Time Scale: 666-671; The Precambrian and

Paleozoic: 676-677; The Mesozoic: 678-680; Earth’s RecentHistory: 681-685








Visualizations CD-ROM:Chapter 30: Events Occurring Through Geologic Time; Breakup ofPangaea; Asteroid Impact at the End of the Cretaceous Period

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 104; Reading Study Guide: 102, 103, 104,105; Formal Assessment: Chapter 30 Test;Alternative Assessment: Chapter 30 Test

www.mcdougallittell.com:Chapter 30, Investigations: How Has Life Changed Over Geologic Time;Chapter 30, Visualizations: Events Occurring Through Geologic Time;Breakup of Pangaea; Asteroid Impact at the End of the Cretaceous Period



4.2 investigate the evolution of Earth.

Category 1 (Essential Components)PE: Earth’s Formation: 70-71; Plate Movements and Continental

Growth: 182-187





Visualizations CD-ROM:Chapter 8: Breakup of Pangaea; Growth of a Continent


www.mcdougallittell.com:Chapter 8, Visualizations: Breakup of Pangaea; Growth of a Continent

4.3 interpret and evaluate the evidence for biological evolution in the fossilrecord.

Category 1 (Essential Components)PE: Reconstructing the Past, 182; Fossils: 644-649;

Using Index Fossils: 653

Category 2 (Free on bid)TE: 182, 646-647, 653

Laboratory Manual:Chapter 29, Lab Activity: Rock Correlation, 127



Visualizations CD-ROM:Chapter 29: How Fossils Form





www.mcdougallittell.com:Chapter 29, Investigations: What Stories Do Rocks Tell;Chapter 29, Visualizations: How Fossils Form

4.4 demonstrate the effect of the environment on the formation and extinction ofspecies.

Category 1 (Essential Components)PE: Permian Period: 377; Cretaceous Period: 680;

Mass Extinction: 690-691

Category 2 (Free on bid)TE: 677, 680, 690, 691

Internet Investigations Guide: 106-107

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 106-107

www.mcdougallittell.com:Unit 8, Investigations: What Caused the Mass Extinction Recorded at theK-T Boundary?





• explain the law of uniformitarianism.

Category 1 (Essential Components)PE: Location of Earthquakes and Volcanoes: 173; Types of Plate

Boundaries: 176-178; Causes of Plate Movement: 180-181;How and Where Volcanoes Form: 194-198; How and WhereEarthquakes occur: 214-216

Category 2 (Free on bid) TE: 173, 176-178, 180-181, 194-198, 214-216

Laboratory Manual:Chapter 8, Lab Activity: Pattern of Magnetic Polarity Reversals, 35;Chapter 10, Lab Activity: Earthquakes and Subduction Boundaries




Visualizations CD-ROM:Chapter 8: Processes that Occur along Plate Boundaries;Chapter 9: Volcanism at a Subduction zone; Volcanism along a Rift Zone;Volcanic Islands Forming over a Hot Spot; Chapter 10: Earthquake Waves

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 32, 35, 38; Reading Study Guide: 25, 28,32

www.mcdougallittell.com:Chapter 8, Investigations: What Is Earth’s Crust Like?;Chapter 9, Investigations: How Are Volcanoes related to Plate Tectonics?;Chapter 10, Investigations: How Are Earthquakes Related to PlateTectonics?; Chapter 8, Visualizations: Processes that Occur along PlateBoundaries; Chapter 9, Visualizations: Volcanism at a Subduction zone;Volcanism along a Rift Zone; Volcanic Islands Forming over a Hot Spot;Chapter 10, Visualizations: Earthquake Waves



• recognize that fossils are found in sedimentary rock.

Category 1 (Essential Components)PE: Features of Sedimentary Rocks: 130-131; Fossils: 648-649


Visualizations CD-ROM:Chapter 26: How Fossils Can Form

Category 3 (Other free materials in accord with our national policy)www.mcdougallittell.com:Chapter 26, Visualizations: How Fossils Can Form

• construct mock fossils.


pages: Fossils: 648-649; Lab Activity: 686-687


pages: 346-347, 348-349, 386-687



• compare and contrast fossils to modern organisms.

Category 1 (Essential Components) PE: The opportunity to address this standard is found on the following

pages: Fossils: 648-649; Using Index Fossils: 653-654


pages: 646-647, 648-649, 653-654



• recognize the difference between absolute and relative time (i.e. using a family tree.)

Category 1 (Essential Components)PE: Relative Time: 650-654; Absolute Time: 656-659








Visualizations CD-ROM:Chapter 29: Formation of an Unconformity

Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 101; Reading Study Guide: 100, 101;Formal Assessment: Chapter 29 Test; Alternative Assessment: Chapter29 Test

www.mcdougallittell.com:Chapter 29, Investigations: What Stories Do rock Tell?; How Do TreesRecord Time?; Chapter 29, Data Center: Learn More About CurrentMethods of Scientific Dating; Chapter 29, Visualizations: Formation of anUnconformity




• recognize that fossils contained in sedimentary rock provide clues to life forms,changes in those life forms, and environmental changes.




pages: 646-647, 648-649, 653-654

• examine the fossil record to determine the adaptations of organisms.




pages: 646-647, 648-649, 653-654

• cite and explain the evidence for plate tectonics (fossil record, mountain ranges, rockstrata, paleomagnetism, paleoclimates, and configuration of the continents.)

Category 1 (Essential Components)PE: Early Ideas About Plate Movements: 172

Category 2 (Free on bid)TE: 172

Laboratory Manual:Chapter 8, Lab Activity: Pattern of Magnetic Polarity Reversals, 35

• compare and contrast the mechanisms for determining the advance of geologichistory: relative and absolute dating.














www.mcdougallittell.com:Chapter 29, Investigations: What Stories Do rock Tell?; How Do TreesRecord Time?; Chapter 29, Data Center: Learn More About CurrentMethods of Scientific Dating; Chapter 29, Visualizations: Formation of anUnconformity

• construct and interpret a geologic timetable for the evolution of Earth and the historyof life.


pages: Geologic Time Scale: 668-669


pages: 668-669




• differentiate the relative age of various fossils in sedimentary rock, given a diagramof rock strata.

Category 1 (Essential Components)PE: Relative Time: 650-654





Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 101

www.mcdougallittell.com:Chapter 29, Investigations: What Stories Do Rock Tell?;Chapter 29, Visualizations: Formation of an Unconformity

• interpret the sequence of rock strata using superposition, cross cutting relationships,inclusions, the fossil record, and absolute data techniques.














www.mcdougallittell.com:Chapter 29, Investigations: What Stories Do Rocks Tell?; How Do TreesRecord Time?; Chapter 29, Data Center: Learn More About CurrentMethods of Scientific Dating; Chapter 29, Visualizations: Formation of anUnconformity

• create a diorama that depicts the ancient environment or habitat in which a givenfossil existed.


pages: Geologic Time Scale: 668-669


pages: 668-669



• predict how environmental changes affect the development of new species orextinction of an existing species, given a written scenario.


pages: Permian Period: 377; Cretaceous Period: 680;Mass Extinction: 690-691


pages: 677, 680, 690, 691

Internet Investigations Guide: 106-107




Category 3 (Other free materials in accord with our national policy)Electronic Teacher Tools:Internet Investigations Guide: 106-107

www.mcdougallittell.com:Unit 8, Investigations: What Caused the Mass Extinction Recorded at theK-T Boundary?

• describe what a geologic time traveler might see in the future of Tennessee.


pages: Unit 1, Feature: 62-63; Unit 2, Feature: 164-165;Unit 4, Feature: 358-359; Unit 5, Feature: 482-483


pages: 62-63, 164-165, 358-359, 482-483

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II. Earth Science and the National Science Education Standards

Earth Science promotes the understanding of how scientists work. Students learn thequalities of scientific thinking and the scientific methods of inquiry in Chapter 2. As theyprogress through this material they will appreciate that conducting an investigationrequires creativity, logic, the formulation of a variety of questions based on scientificknowledge, skepticism and the ability to predict outcomes based on measurable evidence.Different kinds of questions suggest different kinds of investigations. This is illustratedwhen students learn how three different scientists, Carl Sagan, an astronomer, EnriquetaBarrera, a geologist, and Evan Forde, an oceanographer focus on their work. Each has adifferent reason for conducting investigations yet each uses similar skills to achieve intheir fields. This chapter inspires students to think like a scientist and apply scientificskills to the study of earth science.

Earth Science integrates the knowledge of the technological aspects of earth science andprovides an opportunity for students to use sophisticated interactive software to supporttheir understanding of earth science topics. For example in Chapter 20, Weather, datacollecting instruments are discussed (p. 455). Science and Technology pages feature up-to-date articles on various technological topics (p. 79, Measuring Time). To supportlearning, students are directed to visit the Exploring Earth Web site where they canaccess interactive investigations, visualizations, local data, current Earth news, careerlinks, and a data center. This innovative site is developed by TERC and funded by theNational Science Foundation.

Mathematics is essential in scientific inquiry. Earth Science provides the math supportneeded to conduct all laboratory investigations. The text includes a Skills Handbook thataddresses mathematics and graphing skills. Many of the Lab Activities and MapActivities require the student to apply computational and graphing skills (pp. 34, 84, 112)and Section Review questions frequently focus on mathematics relating to the chaptercontent (pp. 201, 347, 429).

The Earth Science program promotes scientifically oriented questions. Lab and MapActivities are clearly laid out and include a list of skills and objectives required toconduct the procedure. The Analysis and Conclusions section of these activities askquestions that provide an opportunity to communicate the results of the procedure.Responses to these questions are directly linked to the scientific knowledge acquired inthe investigation. Frequently included in this section are questions that raise hypotheticalconsiderations that would alter the outcome of an investigation (pp. 274, 460).

Chapter 1 teaches students that past assumptions have been modified by new discoveriesand technologies. Students also learn that Earth Science is an integrated science and canbe studied from various points of view. Units and chapters are introduced with dramaticphotography and include thought provoking questions to engage students and stimulatecuriosity (pp. 255, 192, 257). Instructional notes in the teacher’s edition prompt teachersto ask questions that promote scientific inquiry (pp. 215, 304, 419).

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III. Earth Science and the Project 2061 Criteria for Instruction

Earth Science presents accurate and reliable content that is free of bias and organized tohelp students learn science. The Universe, the Earth, processes that shape the Earth, thestructure of matter, energy cycles, and forces of nature are addressed in the EarthScience program. Technology components are designed to support sound instructionalpractices. At the Exploring Earth Web site, students can access interactiveinvestigations, visualizations, local data, current Earth news, career links, and a datacenter.

Earth Science is organized by unit themes that give a purpose for learning, outlined ineach Unit Overview. Dramatic photography in the unit and chapter openers motivatesstudents. Connections to Prior Knowledge at the beginning of each unit alert the teacherto what the student should know as they begin to study new topics. Focus Questions atthe beginning of each chapter convey a reason for studying the material. Chapter materialis presented in a logical format and includes the use of sequential illustrations thatenhance learning. Section Review questions are strategically placed to prompt students tocheck for understanding before proceeding.

Earth Science takes account of student ideas and promotes student thinking aboutphenomena, experiences and knowledge. The introduction of each chapter in theteacher’s edition directs the teacher to ask questions that elicit students’ ideas. Studentsare encouraged to convey their ideas in activities such as Scientific Thinking (p.577) andthe extension part of Science and Society (p. 540). Writing About the Earth System, afeature at the end of each chapter, provides opportunities for students to convey theirideas regarding the chapter topic.

Earth Science engages students with phenomena. Students conduct interactiveinvestigations and view visualizations at the Exploring Earth Web site. Visualizationsare also available on CD-ROM. Lab and Map Activities give the student the opportunityto develop and use scientific ideas and skills in a variety of experiences.

Scientific Thinking, an activity referenced in the margins (p.73, Design an Experiment)and Science and Technology Extensions (p. 329) help students develop and usescientific ideas. Students are expected to use evidence-based arguments to reachconclusions. These open-ended tasks provide opportunities for students to explain ideasand the reasoning behind them.

There are many opportunities to assess progress in Earth Science. Each text sectionpresents objectives that are developed in the chapter and assessed in the chapter endmaterial. This material includes testing the understanding of material and higher thinkinglevel questions that require the application of ideas. Lab Activities call on the student toanalyze and reach conclusions based on the experiment.

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Earth Science enhances the learning environment with extensive teacher support thatincludes a comprehensive teacher’s edition. Background to improve the understanding ofearth science and the teaching experience is provided. Teacher’s notes guide teachersthrough materials and offer a variety of teaching options including the following:

• Differentiating Instruction: creative ideas to present topics• Monitor and Reteach: strategies to address misunderstanding• Visual Teaching: suggestions for using the text illustrations.

100

IV. Earth Science Assessment Components

Earth Science presents a variety of assessment options that correlate to the programobjectives. Objectives are clearly stated for the teacher in the Chapter Planning Guideand in the Earth Science Lesson Plans booklet and for the student in the FocusQuestions before each chapter. Each Lab Activity and Map Activity presents a list ofthe specific skills and objectives, which are tested at the conclusion.

Earth Science offers the following opportunities for assessment:

• Section Review questions follow every two or three text sections and includerecall, critical thinking and a question with a particular focus such asmathematics, geography, physics, or biology. The corresponding section of theteacher’s edition includes a diagnostic evaluation of student’s responses anddirects the teacher to appropriate re-teaching or alternative strategies.

• Chapter Review includes an opportunity to access knowledge of vocabulary,students’ conceptual understanding, and higher order thinking skills (CriticalThinking and Interpreting Maps questions).

• Lab Activities and Map Activities offer opportunities to apply appropriateprocedures. Each lab focuses on collecting, reporting, evaluating, and analyzingdata and reaching conclusions. Assessment of skills is included in every activity.

• Each of the eight units includes Standardized Test Practice, an opportunity forstudents to practice strategies with the types of questions that they will encounterin Tennessee assessment exams. Included are multiple-choice, data analysis, andthe comprehension and synthesis of new material.

• The Formal Assessment booklet contains tests for each unit and chapter.Students are tested on their interpretation of the text. Analysis of graphs, charts,diagrams, or maps is included in every test.

• The Alternative Assessment booklet provides performance assessment tasks andrubrics for each chapter.

• Internet Investigations, a component of Exploring Earth, the Web sitedeveloped exclusively for Earth Science by TERC and funded by the NationalScience Foundation, presents Web-based activities that ask the student questions.The student is guided through a series of steps to answer the questions. Many ofthe investigations use satellite images, astronauts’ photos, interactive models, andother visuals. Answers are recorded on a worksheet from the InternetInvestigations Guide booklet. The worksheets offer a variety of questions toassess the students’ completion of the investigations. They include recall, open-ended, and performance-type questions. Opportunities to analyze, synthesize, andevaluate information are available in the investigations.

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Reading Strategies in the Teacher’s Edition before each chapter and DifferentiatingInstruction provide the teacher with opportunities to diagnose and evaluate students’progress throughout the program. Based on the outcome of the suggested readingstrategy, teachers may want to incorporate the ideas that are offered to differentiate theirinstruction. These ideas may include using the Reading Study Guide, activities that canbe used to diagnose understanding of content, or presenting a Challenge Activity.

Test results from the various assessment components available in Earth Science can beused to document students’ progress in the program for reporting to parents.

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