Prentice Hall Earth Science (Tarbuck) © 2006 … Hall Earth Science (Tarbuck) © 2006 Correlated...

Prentice Hall Earth Science (Tarbuck) © 2006Correlated to:

Nebraska Science Standards and STAR Science Standards(Grades 9-12)

NEBRASKA SCIENCE STANDARDS and STAR SCIENCE STANDARDS

PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate

resource(s))

• Predict and evaluate how change within a systemaffects that system.

SE/TE: 6, 18-22, 85, 546-547, 622, 625, 626-627, 665, 691, 728, 731

TR: 1A, 1B, 32C, 64C, 124C, 156C, 186C, 216C, 246C, 278C, 306C, 334C, 362C, 392C, 420C, 474C, 502C, 530C, 556C, 642C; Teacher Demo: 601, 647

TECH: www.PHSchool.com; Transparency: T-3, T-4

• Design solutions to problems identified within a system.

SE/TE: 18-19, 93, 217, 587

TR: 1C, 92C, 124C, 156C, 446C, 586C, 672C

TECH: www.PHSchool.com/cjk-9999

• Create a physical, mental, or mathematical model to show how objects and processes are connected.

SE/TE: Application Lab: 386; Exploration Lab: 414-415, 636-637, 666-667; Inquiry Activity: 217, 307, 475, 557; Science Skills: 729

TR: Build Science Skills-Using Models: 34, 48, 68, 96, 103, 159, 219, 231, 251, 259, 309, 311, 315, 345, 379, 456, 465, 479, 484, 537, 566, 632, 687, 717; Teacher Demo: 105, 106, 128, 219, 234, 256, 323, 350, 573, 596, 662, 713, 718; Student Test Preparation Workbook: 5


LAB: 59-64, 69-72, 79-84, 89-92, 97-100, 137-140, 157-160, 197-198, 199-202, 223-224, 225-226

• Test the usefulness of a model by comparing its predictions to actual observations.

SE/TE: 82, 307, 500, 540-541, 590, 728

12.1 UNIFYING CONCEPTS AND PROCESSES

12.1.1 By the end of twelfth grade, students will develop an understanding of systems, order, and organization.

Example indicators:

12.1.2 By the end of twelfth grade, students will develop an understanding of evidence, models, and explanation.

Example indicators:

1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources

TECH = Technology - LAB = Lab Manual





resource(s))

TR: Build Science Skills-Using Models: 34, 48, 68, 96, 103, 159, 219, 231, 251, 259, 309, 311, 315, 345, 379, 456, 465, 479, 484, 537, 566, 632, 687, 717; Teacher Demo: 105, 106, 128, 219, 234, 256, 323, 350, 573, 596, 662, 713, 718; Student Test Preparation Workbook: 5

LAB: 59-64, 69-72, 79-84, 89-92, 97-100, 137-140, 157-160, 197-198, 199-202, 223-224, 225-226

• Understand that the way data are displayed affects interpretation.

SE/TE: 529, 549, 729, 734, 735, 740; Analyzing Data: 122, 184, 214, 244, 304, 477, 670, 696, 726; Exploration Lab: 58-59, 86-87, 150-151, 181, 273, 301, 327, 441, 468-469, 496-497, 525, 551, 606-607, 693, 723

TR: Build Science Skills: 36, 426, 460; Address Misconceptions: 704

LAB: 165-167, 169-170, 175-177, 179-180, 185-187, 189-190, 191-193, 203-205, 207-208, 209-210, 211-213, 215-216, 219-222, 227-228, 229-231

• Evaluate the reasonableness of answers to problems.

SE/TE: 319, 641, 730-731

TR: Student Test Preparation Workbook: 4

• Understand that larger well-chosen samples produce more accurate estimates of the characteristics of the total population.

SE/TE: 730

• Understand that a correlation between two variables doesn’t mean that either one causes the other.

SE/TE: 342, 345-346, 730, 763

• Use powers of ten to represent large and small numbers

SE/TE: 648, 737, 738, 756

• Compare data for two groups by using averages and ranges of values.

SE/TE: 150-151, 550-551

12.1.3 By the end of twelfth grade, students will develop an understanding of change, constancy, and measurement.

Example indicators:







resource(s))

• Understand that measurement errors may affect results of calculations.

SE/TE: 26-27, 415, 729, 741, 756

• Describe rate of change by comparing one measured quantity to another measured quantity.

SE/TE: 59, 181, 272, 300-301, 496-497, 524-525

• Investigate and describe how different characteristics, properties, or relationships within a system change as their dimensions increase or decrease.

SE/TE: 118-119, 240-241, 326-327, 606-607, 645, 666-667, 692-693

TR: Build Reading Literacy: 642D, 645

• Explain function by referring to form and explain form by referring to function.

SE/TE: 187, 317-324, 393, 421, 447, 510-516, 531, 571-577, 600-601

• Identify the series of changes that occur in objects, organisms, and natural and human designed systems.

SE/TE: 80-84, 85, 180, 265-268, 269-270, 271, 280-281, 325, 333, 369-376, 377-381, 504-509, 523, 600-601, 602-603, 691; Quick Lab: 82, 590

TR: Student Test Preparation Workbook: 3, 12, 19

LAB: 53-58, 65-68, 107-110; DataBank: DB12, DB13

• Explain how a system at equilibrium is affected by change.

SE/TE: 150, 187, 238, 281, 298, 455, 578, 590, 600, 691

TECH: www.PHSchool.com; Discovery Channel School Video: Weathering and Erosion, Earthquake Zone, Waves and Tides

12.1.5 By the end of twelfth grade, students will develop an understanding of change over a period of time.

Example indicators:

12.1.4 By the end of twelfth grade, students will develop an understanding of form and function.

Example indicator:







resource(s))

• Formulate questions and identify concepts that guide scientific investigations.

SE/TE: 23-24, 730; Inquiry Activity: 33, 65, 247, 335, 503, 531, 557; Exploration Lab: 26-27, 86-87, 150-151, 326-327, 356-357, 468-469, 496-497, 524-525, 550-551

TR: : Student Test Preparation Workbook: 1, 4, 15; Build Science Skills-Posing Questions: 17, 81, 146, 396; Build Science Skills-Applying Concepts: 14, 104, 109, 176, 191, 342, 348, 368; Review Science Concepts: 1, 32, 64, 92, 124, 156, 186, 216, 246, 278, 306, 334, 362, 392, 420, 446, 474, 502, 530, 556, 586, 612, 642, 672, 698

LAB: xix, xx, xxi, 161-163, 169-170, 175-177, 191-193, 195-196, 207-208, 209-210, 211-213, 215-216

• Design and conduct scientific investigations. SE/TE: 728-731; Inquiry Activity: 1, 93, 335; Exploration Lab: 150-151

TR: Build Science Skills-Designing Experiments: 54, 78, 100, 127, 167, 195

LAB: 175-177

• Use technology and mathematics to improve investigations and communications.

SE/TE: Inquiry Activity: 217, 421; Exploration Lab: 240-241, 272-273, 300-301, 468-469, 524-525, 550-551, 606-607, 666-667; Quick Lab: 252; Application Lab: 118-119, 386-387; Appendix K: 756

TR: Integrate Math: 15, 161, 225, 395; Build Math Skills: 35, 38, 259, 398; Build Science Skills-Calculating: 235; Build Science Skills-Communicating Results: 400; Math Practice: 437, 460

LAB: ix, xxii, 1-6, 7-10, 11-16, 23-29, 141-144, 151-156, 171-173, 183-184, 185-187, 189-190, 197-198, 207-208, 211-213, 215-216, 219-222, 225-226

12.2 SCIENCE AS INQUIRY

12.2.1 By the end of twelfth grade, students will develop the abilities needed to do scientific inquiry.

Example indicators:







resource(s))

• Formulate and revise scientific explanations and models using logic and evidence.

SE/TE: 23-24, 406, 730-731; Application Lab: 118-119; Inquiry Activity: 157, 187, 307, 393, 421, 447, 613; Quick Lab: 82, 412, 590; Exploration Lab: 150-151, 210-211, 240-241, 272-273, 300-301, 326-327, 414-415, 440-441, 468-469, 636-637

TR: Build Science Skills-Making Judgments: 341; Build Science Skills-Applying Concepts: 14, 104, 109, 176, 191, 342, 348, 368

LAB: 171- 173, 175-177, 181-182, 183-184, 185-187, 189-190, 191-193, 199-202, 203-205, 223-224

• Recognize and analyze alternative explanations and models.

SE/TE: 730-731; Inquiry Activity: 33, 65, 247, 335, 385, 557, 691; Exploration Lab: 150-151, 356-357

TR: Address Misconceptions: 6, 71, 104, 538

LAB: 175-177, 195-196

• Communicate and defend a scientific argument. SE/TE: 731; Inquiry Activity: 307, 421, 503, 531; Quick Lab: 82, 252, 281, 412, 590; Exploration Lab: 440-441; Application Lab: 118-119

LAB: 171-173, 203-205

• Investigate and describe the structure of atoms, focusing on properties of subatomic particles.

SE/TE: 35, 38, 39-41, 60, 347

TR: 32C-32D; Integrate Biology: 35; Teacher Demo: 39; Forces and Motion: 672C

• Investigate and explain the types of nuclear reactions.

SE/TE: 10, 103-104, 689-690, 708

TR: Integrate Physics: 689, 708

TECH: www.SciLinks.org/cjn-7243

• Investigate and describe the effect of electrical and nuclear forces which hold atoms together.

SE/TE: 39, 40, 41, 42, 43, 103, 104, 689-690

Example indicators:

12.3 PHYSICAL SCIENCE

12.3.1 By the end of twelfth grade, students will develop an understanding of the structure of the atom.







resource(s))

TR: 32C-32D; Integrate Chemistry: 40

• Investigate and understand that atoms interact with one another by transferring or sharing electrons.

SE/TE: 38, 39, 42, 43, 129

TR: 32C; Teacher Demo: 42

TECH: www.PHSchool.com; Animation: Electron Capture, Alpha Particle Emission, Beta Particle Emission

• Investigate and explain the periodic table of elements in terms of repeating patterns of physical and chemical properties.

SE/TE: 34-35, 36-37, 38


• Investigate and describe how the structure of an atom determines the chemical properties of an element.

SE/TE: 35, 38, 39, 40, 41, 42, 44-49, 50-55, 60-62, 743

TR: 32C-32D; Integrate Chemistry: 130, 711

• Investigate and explain how the interactions among the molecules of a compound determine its physical and chemical properties.

SE/TE: 129, 130, 498

TR: Integrate Chemistry: 130

TECH: www.PHSchool.com; Animation: Silicon Oxygen Tetrahedron

• Investigate and use changes in energy to explain the differences among the states of matter.

SE/TE: 483-487, 494-495, 504-506, 507, 689-690; Exploration Lab: 150-151, 496-497

TR: 32C; Integrate Physics: 689


• Investigate and describe the bonding of carbon atoms in chains and rings to produce compounds essential to life.

SE/TE: 38, 39, 48, 49, 85, 110, 349

TR: Earth As A System: 85; Build Science Skills: 48


12.3.2 By the end of twelfth grade, students will develop an understanding of the structure and properties of matter.

Example indicators:







resource(s))

• Investigate and describe common chemical reactions.

SE/TE: 40-41, 81, 82, 83, 85, 98, 129, 136, 199

• Investigate and describe the change of energy asa result of chemical reactions.

SE/TE: 38, 40-41

• Investigate and describe how electrons are involved in bond formation during chemical reactions.

SE/TE: 35, 38, 39, 40, 42-43

• Investigate and describe the factors influencing the rates of chemical reactions, including catalysts.

SE/TE: 38, 39, 40, 41, 42, 43, 81, 82, 83, 85, 98, 129, 136, 199, 478

• Investigate and understand the effect of forces on the motion of objects.

SE/TE: 9. 10, 143-147, 455, 456, 457, 532-536, 537-539

TR: Forces and Motion: 530C; Teacher Demo: 533


• Investigate and understand gravity as an attractive force that each mass exerts on any other mass.

SE/TE: 143, 144, 458, 620-621, 648, 707, 721; Exploration Lab: 468-469

TR: 446C, 698C

LAB: 207-208

• Investigate and understand electrical force as a force that exists between any two charged objects.

SE/TE: 38, 40-43

• Investigate and describe an electric field a magnetic field, and the interaction between them.

SE/TE: 484-485, 674-675


12.3.3 By the end of twelfth grade, students will develop an understanding of chemical reactions.

Example indicators:

12.3.4 By the end of twelfth grade, students will develop an understanding of motions and forces.

Example indicators:







resource(s))

• Understand that the total energy in the universe is constant and can never be destroyed.

SE/TE:

• Investigate and distinguish between kinetic energy and potential energy.

SE/TE: 483

TR: Integrate Physics: 292

• Investigate and describe heat transfer in terms of conduction, convection, and radiation.

SE/TE: 269, 270, 483, 484, 485, 486-487; Exploration Lab: 496-497

TR: Integrate Physics: 486

TECH: www.SciLinks.org/worksheets/cjn-6172

LAB: 209-210

• Investigate and give examples of how systems tend to become more disorderly over time.

SE/TE: 6, 18-20, 85, 665, 691; Exploration Lab: 356-357

TR: 1C; Student Test Preparation Workbook: 7, 16

LAB: 195-196

• Investigate and understand that all waves possess and transfer energy.

SE/TE: 223, 455-457, 461, 462, 464, 675, 676, 677

TR: Teacher Demo: 455

TECH: www.SciLinks.org/worksheet/cjn-5162; www.PHSchool.com; Animation: P Wave Nature, S Wave Nature, Wave Moving To Shore; Discovery Channel School Video: Waves And Tides

• Understand that electromagnetic waves result when a charged object accelerates.

SE/TE: 674-675, 676

TECH: www.SciLinks.org/worksheet/cjn-7441

12.3.5 By the end of twelfth grade, students will develop an understanding of the conservation of energy and increase in disorder.

Example indicators:

12.3.6 By the end of twelfth grade, students will develop an understanding of the interactions of energy and matter.

Example indicators:







resource(s))

• Investigate and illustrate how wavelength and frequency of waves are inversely related.

SE/TE: 674-675, 676, 679, 681

TR: Electromagnetic Radiation: 675; Teacher Demo: 676

TECH: www.SciLinks.org/worksheet/cjn-7441; www.PHSchool.com; Transparency: T-349

• Investigate and understand that the energy of waves can be changed into other forms of energy, just as other forms of energy can be transformed into wave energy.

SE/TE: 19, 102, 103, 104, 105, 106, 107, 455-457, 461, 462, 464, 674, 675, 676

TECH: www.PHSchool.com; Transparency: T-350

• Investigate and understand that atoms or molecules can be identified by spectral analysis.

SE/TE: 674-676

TR: 672C; Teacher Demo: 676

TECH: www.SciLinks.org/cjn-7441; www.PHSchool.com; Transparency: T-350

• Investigate and describe how the composition and temperature of a material affects electron flow.

SE/TE: 35, 38, 40, 85, 347, 484-485, 674-675

TR: 672C


• Investigate and describe the form and function ofsubcellular structures that regulate cell activities.

SE/TE: 35, 38, 39-42, 103, 136, 347

TR: Student Test Preparation Workbook: 2, 4, 9, 11, 12, 15, 16

• Investigate and describe cell functions (e.g., photosynthesis, respiration, cell division).

SE/TE: 134, 353, 367, 387, 428, 429, 430, 433, 494

12.4 LIFE SCIENCE

12.4.1 By the end of twelfth grade, students will develop an understanding of the cell.

Example indicators:







resource(s))

• Investigate and understand that complex multicellular organisms are formed as highly organized arrangements of differentiated cells.

SE/TE: 136-137, 428, 429, 432, 438

• Investigate and describe how DNA carries the genetic code.

SE/TE:

TR: Student Test Preparation Workbook: 7, 13

• Investigate and understand that genetic variation occurs when genetic information is transmitted during sexual reproduction.

SE/TE:

• Investigate and explain how some mutations could help, harm or have no effect on individual organisms.

SE/TE:

• Investigate and explain how mutations in sex cells, but not in body cells, could be passed on to offspring.

SE/TE:

(1) the potential for a species to increase its numbers;

SE/TE: 367, 368, 369, 370-372, 374, 375-376, 377, 379-381, 382-384

TR: 420D; Student Test Preparation Workbook: 3, 12

(2) the genetic variability of offspring due to mutation and recombination of genes;

SE/TE:

(3) a finite supply of the resources of life; and SE/TE: 367, 368, 369, 370-372, 374, 375-376, 377, 379-381, 382-384

(4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.

SE/TE: 367, 368, 369, 370-372, 374, 375-376, 377, 379-381, 382-384

TR: 420D; Student Test Preparation Workbook: 3

• Understand that the concept of biological evolution is a theory which explains the consequence of the interactions of:

12.4.3 By the end of twelfth grade, students will develop an understanding of the theory of biological evolution.

Example indicators:

12.4.2 By the end of twelfth grade, students will develop an understanding of the molecular basis of heredity.

Example indicators:







resource(s))

• Investigate and use the theory of biological evolution to explain diversity of life.

SE/TE:

• Investigate whether natural selection provides a scientific explanation of the fossil record and the molecular similarities among the diverse species of living organisms.

SE/TE: 367, 368, 369, 370-372, 374, 375-376, 377, 379-381, 382-384

• Investigate and use biological classifications based on similarities.

SE/TE: 367, 368, 369, 370-372, 374, 375-376, 377, 379-381, 382-384

• Investigate and understand that atoms and molecules cycle among living and nonliving components of the biosphere.

SE/TE: 6, 8, 20

• Investigate and describe the flow of energy through ecosystems, in one direction, from producers to herbivores to carnivores and decomposers.

SE/TE: 94, 95-96, 133, 148-149, 381, 433-435, 436-437, 438-439, 604-605

TR: Integrate Biology: 136

• Investigate and cite examples of organisms cooperating and competing in ecosystems.

SE/TE: 19, 22, 113-116, 438-439, 604-605

• Investigate and understand that interactions among organisms are affected by the conflict between an organism’s capacity to produce infinite populations and the finite amount of resources.

SE/TE: 20-21, 94, 95, 96, 108, 118-119

TECH: www.SciLinks.org/cjn-1014, cjn-1041

• Investigate and describe how humans modify the ecosystem as a result of population growth, technology, and consumption.

SE/TE: 20-22, 93, 95-96, 102-107, 113-116, 128-129, 142, 145, 157, 168-169, 175-176, 180, 523, 602-603, 606-607; Application Lab:118-119

TR: 1D, 92C, 92D

TECH: www.PHSchool.com; Transparency: T-4, T-23, T-312; Discovery Channel School Video: PET Clothes, Dams; www.SciLinks.org/cjn-1014, cjn-1041, cjn-6213

LAB: 37-40, 41-46, 171-173, 219-222

12.4.4 By the end of twelfth grade, students will develop an understanding of the interdependence of organisms.

Example indicators:







resource(s))

• Investigate and understand that living systems require a constant input of energy to maintain their chemical and physical organization.

SE/TE: 2-3, 18-20, 94, 115, 410-411, 422-427, 428-432, 433-437, 438-439, 483-485

TR: 420C; Student Test Preparation Workbook: 2, 13

TECH: www.PHSchool.com; Discovery Channel School Video: Ocean Water and Life; Transparency: T-194, T-195, T-196, T-197, T-198, T-199, T-200, T-201

• Investigate and understand that producers use solar energy to combine molecules of carbon dioxide and water into organic compounds.

SE/TE: 42, 85, 102-103, 110, 148-149, 476, 477-478, 481, 487, 602-603, 684

TR: Teacher Demo: 436; Student Test Preparation Workbook: 2, 13

TECH: www.SciLinks.org/cjn-6213; www.PHSchool.com; Transparency: T-200, T-201; Animation: Water Cycle

• Investigate and explain how distribution and abundance of different organisms in ecosystems are limited by the availability of matter and energy and the ability of the ecosystem to recycle materials.

SE/TE: 2-3, 18-20, 94, 115, 116, 410-411, 422-427, 428-432, 433-437, 438-439, 483-485

TECH: www.PHSchool.com; Transparency: T-196, T-198, T-199

• Investigate and describe how nervous systems function in multicellular animals.

N / A

• Investigate and describe how organisms respond to internal changes and external stimuli.

SE/TE: 20, 367, 368, 369, 370-376, 377-381, 382-384, 385, 386-387, 428-432

• Investigate and explain how the behavioral patterns of organisms have evolved through natural selection.

SE/TE: 20, 367, 368, 369, 370-376, 377-381, 382-384, 385, 386-387, 428-432

12.4.5 By the end of twelfth grade, students will develop an understanding of matter, energy, and organization in living systems.

Example indicators:

12.4.6 By the end of twelfth grade, students will develop an understanding of the behavior of organisms.

Example indicators:







resource(s))

TR: 362C-362D, 420C, 420D

TECH: www.PHSchool.com; Transparency: T-194, T-195; Discovery Channel School Video: Extinction, Ocean Water And Ocean Life

• Investigate and understand that behavioral biology relates to humans since it provides links to psychology, sociology, and anthropology.

N / A

• Investigate and distinguish between internal sources of energy (e.g., radioactive decay and gravitational energy) and external sources of energy (e.g., the sun), and explaining how both provide energy to the earth systems.

SE/TE: 18, 19, 38-39, 102-103, 104, 105, 106, 107, 410-411, 458, 481, 483-485, 620-621, 684-690, 721

TR: Teacher Demo: 105; Geothermal Energy: 105

TECH: www.PHSchool.com; Transparency: T-223, T-226, T-228, T-231, T-356; Discovery Channel School Video: Fireball

• Investigate and explain how the outward transferof earth’s internal heat drives convection in the mantle that propels the plates comprising the earth’s surface.

SE/TE: 9-10, 253, 254-257, 258-264, 265-268, 269-270, 291, 293-295, 300-301, 483-484

TR: 246C, 246D; Teacher Demo: 294

TECH: www.PHSchool.com; Transparency: T-100, T-101, T-114, T-116, T-117, T-118, T-119, T-120; Discovery Channel School Video: Plate Tectonics; Animation: Breakup of Pangaea, Today’s Tectonic Plates; GEODe CD-ROM: Forces Within-Plate Tectonics

12.5 EARTH AND SPACE SCIENCE

12.5.1 By the end of twelfth grade, students will develop an understanding of energy in the earth system.

Example indicators:







resource(s))

• Investigate and explain how global climate is determined by energy transfer from the sun and is influenced by dynamic processes (e.g., cloud formation and the earth’s rotation) and static conditions (e.g., the position of mountain ranges and oceans).

SE/TE: 20, 188, 449, 455, 476-482, 483-487, 488-493, 496-497, 510-516, 517-522, 588-591, 592-599, 600-603, 623, 691

TR: Teacher Demo: 481, 490, 515, 589, 596, 601

TECH: www.PHSchool.com; Transparency: T-237, T-238, T-239, T-244, T-273, T-276, T-277; GEODeCD-ROM: The Atmosphere-Moisture and Cloud Formation; www.SciLinks.org/cjn-6212

LAB: 115-118, 137-140

• Investigate and diagram how elements and compounds on earth move among reservoirs in thesolid earth, oceans, atmosphere, and organisms as part of geochemical cycles.

SE/TE: 18, 34, 37, 45, 67, 76-78, 80-81, 85, 98, 110, 126, 129, 130, 133, 136, 148-149, 158-159, 194, 195-196, 199, 208-209, 233-235, 237, 281-283, 291, 298-299, 343, 350, 401, 407-409, 410-413, 422, 423, 433, 448, 449, 483-487, 504-506; Skills Handbook: 735

TR: 216D

• Contrast the early earth with the planet we live on today.

SE/TE: 25, 336-337, 364-368, 369-376, 377-381, 382-384, 386-387

TR: Space and Time: 362C; Teacher Demo: 378

TECH: www.PHSchool.com; Transparency: T-162, T-165, T-166, T-167, T-168, T-171; GEODe CD-ROM: Geologic Time Scale; Discovery Channel School Video: Extinction

LAB: 93-96

• Investigate and estimate geologic time by observing rock sequences and using fossils to correlate the sequences at various locations.

SE/TE: 343-346, 358, 364, 365, 366, 367, 368, 369-376, 377-381, 382-384, 387, 388-389; Inquiry Activity: 335, 363; Exploration Lab: 356-357; Quick Lab: 372

12.5.3 By the end of twelfth grade, students will develop a scientific understanding of the origin of the earth system.

Example indicators:

12.5.2 By the end of twelfth grade, students will develop an understanding of geochemical cycles.

Example indicator:







resource(s))

TR: Teacher Demo: 344; Build Science Skills: 345

TECH: GEODe CD-ROM: Unit 4-Geologic Time

LAB: 195-196

• Predict when rocks were formed by using known decay rates of radioactive isotopes in rocks.

SE/TE: 347-350, 354-355, 358

TR: Build Science Skills: 348; Teacher Demo: 350

TECH: www.SciLinks.org/cjn-4124; GEODe CD-ROM: Unit 4-Geologic Time

• Investigate and relate how the interactions among the solid earth, oceans, atmosphere, and organisms affect the ongoing evolution of the earth.

SE/TE: 3, 5, 7, 18, 18, 34, 75, 94, 158-159, 188, 218-219, 233, 238-239, 247, 248-253, 258-260, 268, 271, 280, 308-309, 314, 317, 332, 336, 343-346, 351, 352, 364-368, 369-376, 377-381, 382-384, 461, 476

TR: Build Science Skills: 19; 216D, 246C, 246D, 278C, 278D, 306C, 306D, 334C, 334D, 362C-362D, 586C-586D

TECH: www.PHSchool.com; Transparency: T-85, T-89, T-95, T-97, T-99, T-113, T-119, T-120, T-132, T-162, T-163, T-164, T-165, T-166, T-167, T-168, T-171; GEODe CD-ROM: Forces Within-Earthquakes, Forces Within-Plate Tectonics, Forces Within-Igneous Activity; Discovery Channel School Video: Earth In Motion, Plate Tectonics, Death And Destruction, Earthquake Zone, Extinction; www.SciLinks.org/cjn-3081, cjn-3091, cjn-3093, cjn-3113, cjn-6213

LAB: 69-72, 79-84, 97-100, 107-110

• Describe and analyze various theories on the origin of the universe.

SE/TE: 6, 715-721

TR: 698C-698D


• Describe various theories on the formation of galaxies.

SE/TE: 10, 715, 716, 717, 718

12.5.4 By the end of twelfth grade, students will develop a scientific understanding of the origin of the universe.

Example indicators:







resource(s))

TECH: www.PHSchool.com; Transparency: T-367; www.SciLinks.org/cjn-7252, cjn-7253

• Describe the life cycle of a star. SE/TE: 698, 700-706, 707-709, 710-711; Exploration Lab: 723

TECH: www.PHSchool.com; Transparency: T-363, T-364, T-365; Discovery Channel School Video: Stars Life and Death; www.SciLinks.org/cjn-7252, cjn-7253

LAB: 229-231

• Propose designs and choose between alternative solutions of a problem.

SE/TE: Inquiry Activity: 1, 33, 65, 93, 217, 247, 335, 475, 557; Exploration Lab: 181, 414-415, 496-497, 636-637, 666-667; Science Skills: 730-731

LAB: 179-180, 199-202, 209-210, 223-224, 225-226

• Implement the selected solution. SE/TE: Inquiry Activity: 217, 475, 557; Exploration Lab: 496-497, 636-637, 666-667; Science Skills: 730-731

LAB: 209-210, 223-224, 225-226

• Evaluate the solution and its consequences. SE/TE: Inquiry Activity: 93; Assessment: 153-154; Science Skills: 730-731

TR: www.PHSchool.com; Transparency: T-22

• Communicate the problem, process, and solution.

SE/TE: Quick Lab: 82, 252, 281, 412, 590; Inquiry Application: 93, 125, 307, 421, 503, 531; Application Lab: 118-119, 386-387, 580-581; Exploration Lab: 414-415, 440-441, 468-469, 524-525, 606-607, 666-667; Science Skills: 730-731


LAB: 171-173, 197-198, 199-202, 203-205, 207-208, 211-213, 217-218, 219-222, 225-226

Example indicators:

12.6 SCIENCE AND TECHNOLOGY - An understanding of science and technology establishes connections between the natural and designed world, linking science to technology.

12.6.1 By the end of twelfth grade, students will develop an understanding of technological design.







resource(s))

• Explain how science advances with the introduction of new technology.

SE/TE: 16, 17, 25, 222-225, 508, 533, 630, 649, 653, 654, 656, 659, 678-683, 719

TR: Teacher Demo: 679


• Understand creativity, imagination, and a good knowledge base are all needed to advance the work of science and engineering.

SE/TE: xviii-xix; Inquiry Activity: 1, 33, 65, 93, 125, 157, 187, 217, 247, 279, 307, 335, 363, 393, 421, 447, 475, 503, 531, 557, 587, 613, 643, 673, 699

TECH: www.PHSchool.com/ccb-3000; Transparency: T-38, T-39

• Contrast the reasons for the pursuit of science and the pursuit of technology.

SE/TE: 2-3, 16, 17, 18-22, 23-24, 25; Contrasting: 30, 37, 62, 90, 122, 154, 214, 244, 276, 304, 330, 360, 584; Inquiry Activity: 217

TR: 1C, 1D, 216D, 642D; Address Misconceptions: 649


• Contrast the reporting of scientific knowledge and the reporting of technical knowledge.

SE/TE: Quick Lab: 82, 252, 281, 412, 590; Inquiry Application: 93, 125, 307, 421, 503, 531; Application Lab: 118-119, 386-387, 580-581; Exploration Lab: 414-415, 440-441, 468-469, 524-525, 606-607, 666-667; Contrasting: 30, 37, 62, 90, 122, 154, 214, 244, 276, 304, 330, 360, 584; Science Skills: 730-731

LAB: 171-173, 197-198, 199-202, 203-205, 207-208, 211-213, 217-218, 219-222, 225-226

• Investigate and describe the effect of nutritional balance on growth, development, and personal well-being.

SE/TE: 20, 21, 22, 111, 112, 436, 437

12.7 SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES

12.7.1 By the end of twelfth grade, students will develop an understanding of personal and community health.

Example indicators:

12.6.2 By the end of twelfth grade, students will develop an understanding about science and technology.

Example indicators:







resource(s))

TR: Integrate Health: 41; Integrate Biology: 383

• Investigate and explain how diseases are prevented, controlled, and cured.

SE/TE: 108, 109, 110, 112, 113, 114, 115, 115, 175-176

TR: Use Community Resources: 108; Address Misconceptions: 110; Evaluate Understanding: 112


• Investigate and explain how genetics traits affect a person’s health.

N / A

• Investigate and analyze risks and benefits in making decisions about personal and community health.

SE/TE: 20-22, 108-109, 110-112, 113-116, 118-119, 180, 523, 606-607

TR: 92C-92D; Keeping Water Clean and Safe: 114; Integrate Health: 175


• Investigate and identify causes of population growth or decline.

SE/TE: 20, 21, 113-116

TR: Address Misconceptions: 21; 92C-92D

TECH: www.PHSchool.com; Transparency: T-4; www.SciLinks.org/cjn-1014

• Investigate and explain how various factors influence birth rates and death rates.

SE/TE: 20, 21, 113-116

• Investigate and predict how population change may impact resource use and environments.

SE/TE: 20, 21; Inquiry Activity: 93, 94, 102-107, 113-116

TECH: www.PHSchool.com; Transparency: T-4, T-23; www.SciLinks.org/cjn-1014, cjn-1041, cjn-1042, cjn-1043, cjn-1044

12.7.2 By the end of twelfth grade, students will develop an understanding of the effects of population change.

Example indicators:







resource(s))

• Investigate and explain how human populations use environmental resources to maintain and improve their existence.

SE/TE: 20-22, 94-101, 102-107, 108-112; Inquiry Activity: 93

TR: Address Misconceptions: 20; 92C-92D

• Investigate and understand that the earth has renewable and finite resources.

SE/TE: 94-101, 102-107, 108-112, 113-116, 117, 141-142, 175, 180, 410-413; Application Lab: 118-119; Inquiry Activity: 157

TR: 92C-92D; Teacher Demo: 105

TECH: www.SciLinks.org/cjn-1041, cjn-1043, cjn-1044, cjn-5144; www.PHSchool.com; Discovery Channel School Video: PET Clothes

LAB: 37-40, 41-46, 171-173

• Investigate and understand the limitations of natural systems to renew and recycle resources.

SE/TE: 94-101, 102-107, 108-112, 113-116, 117, 141-142, 175, 180, 410-413; Application Lab: 118-119; Inquiry Activity: 157

TR: 92C-92D; Teacher Demo: 105

TECH: www.SciLinks.org/cjn-1041, cjn-1043, cjn-1044, cjn-5144; www.PHSchool.com; Discovery Channel School Video: PET Clothes

LAB: 37-40, 41-46, 171-173

• Investigate and describe how the positive and negative consequences of human intervention or nonintervention impacts the ecosystem.

SE/TE: 19-22, 94-101, 102-107, 108-112, 113-116, 128-129, 140, 141, 142, 145, 161, 169, 171, 175-176, 180, 478; Inquiry Activity: 93, 157

TR: Teacher Demo: 105, 114, 128; Facts and Figures: 176

TECH: www.PHSchool.com; Discovery Channel School Video: Dams; Transparency: T-55

LAB: 37-40, 41-46

12.7.3 By the end of twelfth grade, students will develop an understanding of natural resources.

Example indicators:

12.7.4 By the end of twelfth grade, students will develop an understanding of environmental quality.

Example indicators:







resource(s))

• Investigate and explain factors which may influence environmental quality.

SE/TE: 19-22, 94-101, 102-107, 108-112, 113-116, 128-129, 140, 141, 142, 145, 161, 169, 171, 175-176, 180, 478; Inquiry Activity: 93, 157

TR: Teacher Demo: 105, 114, 128; Facts and Figures: 176

TECH: www.PHSchool.com; Discovery Channel School Video: Dams; Transparency: T-55

LAB: 37-40, 41-46

• Investigate and describe how human activities increase or reduce the potential for hazards.

SE/TE: 20-22, 102-107, 113-116, 117, 118-119, 141, 161, 175-176, 180, 217, 229, 231, 606-607

TR: 92C-92D; Address Misconceptions: 104, 169; Teacher Demo: 105, 114; Use Community Resources: 116; Integrate Health: 175

TECH: www.PHSchool.com; Discovery Channel School Video: Dams; www. SciLinks.org/cjn-1014, cjn-1043, cjn-1044, cjn-2065, cjn-3052

LAB: 37-40, 41-46

• Investigate and distinguish between slowly and rapidly occurring natural hazards and their impact on the environment.

SE/TE: 126-132, 140-141, 143-147, 150-151, 157, 164-170, 178-179, 198, 219, 227, 228, 229-231, 280-283, 286, 557, 558, 571-577, 578-579, 587, 600-603

TR: 156C-156D, 186C-186D, 216D, 278C-278D, 556C-556D; Teacher Demo: 285

TECH: www.PHSchool.com; Discovery Channel School Video: Death and Destruction, Violent Weather; www. SciLinks.org/cjn-3081, cjn-3101, cjn-6213; GEODe CD-ROM: Forces Within-Igneous Activity

LAB: 47-52

12.7.5 By the end of twelfth grade, students will develop an understanding of natural and human-induced hazards.

Example indicators:







resource(s))

• Understand that knowledge of basic concepts about scientific and technological challenges should precede active debate.

SE/TE: 2-3, 16, 17, 18-22, 23-24, 25; How the Earth Works: 148, 208, 238, 298, 438, 494, 578, 604; Quick Lab: 82, 226, 252, 281, 323, 372, 412, 590; Science Skills: 728-729

TR: Big Ideas: 1C, 92C, 124C, 156C, 216C, 556C, 586C

• Investigate and understand that social issues and challenges may affect advancements in science and technology.

SE/TE: 20-22, 94, 102-107, 108, 109, 110, 113-116, 128, 141, 142, 145, 161, 169, 175-176, 180, 478; People and the Environment: 180, 325, 333, 523

TR: Integrate Social Studies: 55

TECH: www. SciLinks.org/cjn-1044

• Understand that science and technology are essential social enterprises that indicate what could happen, but not what should happen.

SE/TE: 19-22, 93, 94, 102-107, 108-109, 110-112, 125, 157, 164, 219, 229, 231, 280, 549, 557, 558, 571-577; Science Skills: 728-729, 730-731

TR: 246D; Relate Cause and Effect: 349, 405; Integrate Social Studies: 574

• Demonstrate ethical scientific practices (e.g., informing research subjects about risks and benefits, humane treatment of animals, truthful reporting, public disclosure of work, and peer review).

SE/TE: 23, 24; Science Skills: 728-731

TR: Address Misconceptions: 24; Applying Concepts: 176

LAB: xix-xxi

• Examine and understand the societal, cultural, and personal beliefs that influence scientists.

SE/TE: xviii-xix, 23-24, 406, 635; Assessment – Making Judgments: 154

TR: Address Misconceptions: 24; Making Judgments: 466

Example indicators:

12.8 HISTORY AND NATURE OF SCIENCE

12.8.1 By the end of twelfth grade, students will develop an understanding of science as a human endeavor.

12.7.6 By the end of twelfth grade, students will develop an understanding of the role of science and technology in local, national, and global challenges.

Example indicators:







resource(s))


• Recognize science as one way of answering questions and explaining the natural world.

SE/TE: 1, 2-3, 18-22, 23-24; Understanding Earth: 25, 56, 117, 271, 332, 338, 351, 385, 406, 454, 549, 635, 722; Inquiry Activity: 125, 187, 247, 335, 421, 447, 587; Science Skills: 728-729, 730-731

TR: Big Ideas: 1C; Address Misconceptions: 24, 337; Integrate Biology: 315, 367, 374, 383


LAB: xix-xxi

• Demonstrate the use of empirical standards, logical arguments, and skepticism in science.

SE/TE: 23-24, 25, 50-55, 56, 117, 271, 332, 338,351, 385, 406, 454, 549, 635, 720-721, 722; Science Skills: 730-731

TR: Applying Concepts: 176; Build Science Skills-Making Judgments: 341; Birth of the Universe: 698C-698D


• Create scientific explanations consistent with experimental and observational evidence; make accurate predictions; strive to be logical; respect the rules of evidence; accept criticism; report methods and procedures; and make knowledge public.

SE/TE: 18, 23-24; Exploration Lab: 58-59, 150-151, 240-241, 272-273, 300-301, 326-327, 692-693, 723; Science Skills: 728-731


LAB: 165-167, 175-177, 183-184, 185-187, 189-190, 191-193, 227-228

• Understand that all scientific knowledge is, in principle, subject to change as new evidence becomes available.

SE/TE: 2, 18-20, 23-24; Inquiry Activity: 93

TR: Address Misconceptions: 24


12.8.2 By the end of twelfth grade, students will develop an understanding of the nature of scientific knowledge.

Example indicators:







resource(s))

• Investigate and describe the contributions of diverse cultures to scientific knowledge and technological inventions.

SE/TE: 16-17, 25, 222, 533, 617, 618, 619, 620-621, 630, 655, 656, 659, 678, 681, 719

TR: Integrate Language Arts: 223; 530C-530D


• Understand that changes in scientific knowledge evolve over time and almost always build on earlier knowledge.

SE/TE: 9-10, 483-487, 649-653, 720-721

TR: Review Science Concepts: 186, 216, 246, 278, 306, 334, 446, 474, 612, 642, 672, 698; Use Prior Knowledge: 362D, 372, 377; Address Misconceptions: 649

• Understand that some advancements in science and technology have long-lasting effects on society.

SE/TE: 9, 23-24, 248-252, 254, 265-268, 293, 317, 336-342, 343, 348, 352, 614, 674, 678

TECH: www.SciLinks.org/cjn-1015, cjn-3091, cjn-4122, cjn-4124

12.8.3 By the end of twelfth grade, students will develop an understanding of the history of science.

Example indicators:



Prentice Hall Earth Science (Tarbuck) © 2006 … Hall Earth Science (Tarbuck) © 2006 Correlated...

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