Earth in the Universe
EES.1.1 Explain the Earth’s role as a body in space.
Learning Targets (I can) / Criteria for Success (I will) / Mastery Level % / Date
1.1.0 GED
understand the Big Bang Theory and the development of the Universe /
  • describe the Big Bang Theory
  • describe how the Universe developed

1.1.0 GED
identify the major structures of the universe /
  • identify galaxies, stars, constellations, and solar systems

1.1.0 GED
describe the stages of the life span of a star /
  • explain the formation of protostars, their transition to stars, their developmental sequence, and their demise

1.1.0 GED
explain processes for identifying the age of the Earth /
  • explain radiometric dating of rocks and fossils

1.1.1
explain how the formation of the solar system created the sequence of bodies and the relative motion that defines our solar system /
  • describe the motions of precession and nutation and their effect on Earth’s orbit around the sun

1.1.1
explain the hierarchy of the solar system compared to the Universe /
  • describe Earth’s primary motions relative to hose of the solar system and galaxy
  • demonstrate how bodies in space both create and are affected by the gravitational attraction of adjacent bodies, resulting in elliptical orbits (motion)
  • explain barycenter

1.1.2 GED
explain how the relative motions of the earth, sun, and moon cause ocean tides
explain the reason that earth has four seasons based on the tilt of the earth’s axis of rotation and earth’s motion relative to the sun
relate earth’s initial formation to its present day spherical shape /
  • demonstrate the relative positions of the earth during different seasons

1.1.3
explain how the sun produces energy which is transferred to the Earth by radiation /
  • identify combustion and burning objects
  • describe compare and contrast nuclear fusion and fission
  • explain the process of energy transference in a star
  • explain the equilibrium between gravity and particle motion in the core of a star
  • navigate the electromagnetic spectrum and identify features of associated wave energy

1.1.4
explain how incoming solar energy makes life possible on Earth /
  • explain how the seasons are a result of the Earth’s tilted axis and the amount of solar energy that Earth receives

Earth Systems, Structures, Processes
EES.2.1 Explain how processes and forces affect the lithosphere.
Learning Targets (I can) / Criteria for Success (I will) / Mastery Level % / Date
2.1.0 GED
discuss characteristics of the atmosphere and effects on life /
  • identify atmospheric layers and gases
  • discuss atmospheric gases on climate change

2.1.0 GED
describe characteristics of the ocean and the effects on living things /
  • explain the composition of salt water
  • understand ocean currents

2.1.0 GED
explain causes of rock weathering /
  • know the major wind patterns
  • know how wind and water cause weathering

2.1.0 GED
describe the internal structure of the Earth /
  • identify the Earth’s core, mantle, and crust
  • relate tectonic plates to volcanoes, earthquakes and the formation of land features

2.1.1 GED
explain how the rock cycle, plate tectonics, volcanoes, and earthquakes impact the lithosphere /
  • explain the forces and materials in the rock cycle
  • explain how different mechanisms influence plate motion
  • understand the relationship between plate boundary types and their features

2.1.2 GED
demonstrate the locations of volcanoes, earthquakes, and faults based on information contained in a variety of maps /
  • locate volcanoes within the continental United States by accessing informational text from the world wide web
  • locate volcanoes in what is known as the “ring of fire” from the world wide web
  • pinpoint major earthquakes of the past based on text from the world wide web and other textual resources
  • pinpoint current earthquake activity using maps provided on the world wide web

2.1.3 GED
describe how weathering, erosion, and soil formation affects Earth’s surface /
  • understand how the processes of weathering and erosion contribute to the formation of soils
  • understand the differences in physical and chemical weathering
  • explain effects of climate on rates

2.1.4 GED
explain the probability of and preparation for geohazards such as landslides, avalanches, earthquakes and volcanoes in a particular area based on available data /
  • know common types of mass wasting and the hazards associated with volcanoes, earthquakes, floods, etc.
  • identify potential geohazards based on text and map data

Earth Systems, Structures, Processes
EES.2.2 Understand how human influences impact the lithosphere
Learning Targets (I can) / Criteria for Success (I will) / Mastery Level % / Date
2.2.1
describe the consequences of human activities on the lithosphere focusing on mining, deforestation, agriculture, overgrazing, urbanization, and land use /
  • make informed decisions on the types and locations of development to reduce potential impact to human activities
  • identify the short and long-term consequences of human activity on the lithosphere

2.2.2 (GED)
compare the various methods humans use to acquire traditional energy sources (such as peat, coal, oil, natural gas, nuclear fission, and wood) /
  • identify the sources of energy and their uses, and environmental impacts

Earth Systems, Structures, Processes
EES.2.3 Explain the Structure and Processes within the Hydrosphere
Learning Targets (I can) / Criteria for Success (I will) / Mastery Level % / Date
2.3.1
explain how water is an energy agent (currents and heat transfer) /
  • understand the role of water in weather and atmospheric change
  • use concepts of fluid density to describe global water movement and ocean currents and their effect in disturbing heat around the globe

2.3.2
make connections between surface water and groundwater and be able to use the water cycle to illustrate and model those connections /
  • understand the concepts and dynamics of river systems with emphasis and examples drawn from North Carolina river systems
  • list and describe common methods used to conserve both water quantity and quality

Earth Systems, Structures, Processes
EES.2.4 Evaluate how humans use water
Learning Targets (I can) / Criteria for Success (I will) / Mastery Level % / Date
2.4.1
understand how humans use water, and the consequences of population growth, misuse and pollution of water /
  • list and describe how humans use water, what the effects of overuse are, and the consequences for present and future populations

2.4.2
understand the role of saltwater and wetlands in aquatic systems /
  • understand that water is described in terms of both quantity and quality
  • describe common sources and types of water pollutants and their impact on surface and groundwater resources

Earth Systems, Structures, Processes
EES.2.5 Understand the structure of and processes within our atmosphere
Learning Targets (I can) / Criteria for Success (I will) / Mastery Level % / Date
2.5.1 (GED)
describe the structure and composition of Earth’s atmosphere /
  • describe Earth’s atmosphere and the way it changes as altitude increases

2.5.2
apply the basic concepts of atmospheric heating, air pressure, and relative humidity to the formation of air masses and movement and interaction of fronts /
  • describe the main types of severe weather and identify actions to be taken to remain safe during them

2.5.3 GED
explain how circular storms form based on the interaction of air masses /
  • apply to basic concepts of atmospheric heating, air pressure, and relative humidity to the formation of air masses and movement and interaction of fronts

2.5.4
explain how weather maps are used to predict local weather patterns /
  • interpret simple weather maps and predict future changes in local weather based on weather maps

2.5.5
explain how human activities affect air quality /
  • explain how acid rain is formed and how human activities can alter the pH of rain
  • infer other human activities that impact the quality of atmospheric composition (e.g. aerosols, chlorofluorocarbons, burning, industrial byproducts, over farming, etc.)
  • exemplify methods to mitigate human impacts on the atmosphere

Earth Systems, Structures, Processes
EES.2.6 Analyze patterns of global climate change over time
Learning Targets (I can) / Criteria for Success (I will) / Mastery Level % / Date
2.6.1
explain the difference between weather and climate /
  • explain major climate categories (Koppen climate classification system temperate, tropical, and polar)
  • compare weather and climate

2.6.2
explain changes in global climate due to natural processes /
  • summarize natural processes that can and have affected global climate (particularly El Nino/La Nina, volcanic eruptions, sunspots, shifts in Earth’s orbit, and carbon dioxide fluctuations)

2.6.3
explain how deforestation and the burning of fossil fuels contribute to global climate change /
  • identify the process by which deforestation leads to changes in global climate
  • describe the effects of burning fossil fuels on the climate globally

2.6.4
list and describe natural processes and man’s impacts on those processes that have led to more rapid sea level rise /
  • correlate actions such as deforestation and fossil fuel use to increases in atmospheric greenhouse gas concentration and the impacts of these increases on global temperature and accelerated environmental change in both terrestrial and aquatic systems

Earth Systems, Structures, Processes
EES.2.7 Explain how the lithosphere, hydrosphere, and atmosphere individually and collectively affect the biosphere
Learning Targets (I can) / Criteria for Success (I will) / Mastery Level % / Date
2.7.0 GED
describe cycles of matter in living and nonliving things /
  • explain the Carbon Cycle
  • explain the Nitrogen Cycle

2.7.0 GED
discuss renewable versus nonrenewable natural resources /
  • compare sustainability of natural resources
  • describe extraction techniques for fossil fuels (coal, oil, and gas)

2.7.1
explain how biotic and abiotic factors determine biome classification /
  • match landforms and soils (and their change over time) to biomes( temperature, rainfall, altitude, type of plant, latitude, type of animals)

2.7.2
explain why biodiversity is important to the biosphere /
  • define the biosphere as all life on Earth
  • explain biodiversity including genetic variation within populations and variation of populations within ecosystems that makeup the biosphere
  • explain the global impact of loss of biodiversity

2.7.3
explain how human activities impact the biosphere /
  • explain effects of human population growth, habitat alteration, introduction of invasive species, pollution and overharvesting on various plant and animal species in NC
  • explain effects of invasive nonnative species (plant or animal) on an NC ecosystem
  • summarize ways to mitigate human impact on the biosphere

Earth Systems, Structures, Processes
EES.2.8 Evaluate human behaviors in terms of how likely they are to ensure the ability to live sustainably on Earth
Learning Targets (I can) / Criteria for Success (I will) / Mastery Level % / Date
2.8.1
evaluate alternative energy technology /
  • critique the benefits, costs and environmental impact of various alternative sources of energy for North Carolina (solar, wind, biofuels, nuclear fusion, fuel cells, wave power, geothermal)
  • evaluate which sources of alternative energy may work best in different parts of the state and why

2.8.2
recognize the various agriculture/aquaculture techniques and their advantages and disadvantages /
  • critique the advantages and disadvantages of traditional agriculture/aquaculture techniques and compare with sustainable agriculture/aquaculture techniques including the economics and environmental impacts in this comparison
  • judge potential impact of sustainable techniques on environmental quality (include magnitude, duration, frequency)

2.8.3
explain how the human population impacts natural resources /
  • define carrying capacity by inferring limiting factors to human population growth and summarizing the impacts of a growing population on the natural resources in North Carolina

2.8.4
propose the reasons citizens should reduce, recycle, and reuse to reduce the impact on natural resources /
  • explain how ecological footprints exist at the personal level and extend to larger scales

Revised 9/12/13 Page 1