Indiana Academic Standards for Earth and Space Science Standards Resource Document This Teacher Resource Guide has been developed to provide supporting materials to help educators successfully implement the Indiana Academic Standards for Earth and Space Science. These resources are provided to help you in your work to ensure all students meet the rigorous learning expectations set by the Academic Standards. Use of these resources is optional – teachers should decide which resource will work best in their school for their students. This resource document is a living document and will be frequently updated. Please send any suggested links and report broken links to: Jarred Corwin Secondary Science Specialist The resources, clarifying statements, and vocabulary in this document are for illustrative purposes only, to promote a base of clarity and common understanding. Each item illustrates a standard but please note that the resources, clarifying statements, and vocabulary are not intended to interpretation or classroom applications of the standards. Standard 1: The Universe Indiana Academic Standard Clarifying Statement Highlighted Vocabulary Words from the Standard Defined Crosscutting Concept ES. 1.1: Construct an explanation detailing how can be studied by observing all frequencies of the electromagnetic radiation with differentiated telescopes and observational tools. Space – the physical universe beyond earth’s atmosphere Frequencies – number of complete oscillations per second of energy in the form of waves Electromagnetic Radiation – energy in the form of electromagnetic waves; a series of electromagnetic waves Telescopes - instrument used for viewing distant objects Systems and system models Energy and matter
ES. 1.2: Describe the expanding universe theory, also known as the "Big Bang Theory," based on observed astronomical evidence including: The Doppler Effect, red shift, Hubble's Law, and the cosmic microwave background. Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the big bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the big bang theory (3/4 hydrogen and ¼ helium) Expanding Universe Theory – the universe is constantly expanding based on evidence posed from redshifts of distant galaxies The Doppler Effect – increase or decrease in the frequency of sound light or other waves as the source and observer move toward or away from the other. Red Shift – the displacement of spectral lines toward longer wavelengths in radiation from distant galaxies and celestial objects Hubble’s Law – rate at which astronomical objects in the universe move apart from each other is proportional to their distance from each other Cosmic Microwave Background – thermal radiation left from the time of recombination in Big Bang cosmology Systems and system models Energy and matter ES. 1.3: Create a diagram, flowchart, or explanation that details the cooling of energy into protons and early elements, and early elements into superstars and galaxies. Explain the role of gravitational attraction in the formation of stars and galaxies from clouds of these early elements. Energy – fundamental entity of nature that is transferred between parts of a system in the production of physical change within the system and usually regarded as the capacity for doing work Protons – elementary particle that is identical with the nucleus of the hydrogen atom, carries a positive charge numerically equal to the charge of an electron Elements – basic substance that is made of atoms that have the same number of protons and cannot be separated further by ordinary chemical means into simpler substances Galaxies – a system of millions or billions of stars, together with gas and dust, held together by gravitational attraction Gravitational Attraction – the force of attraction between all masses in the universe Stars – a self-luminous gaseous spheroidal celestial body of great mass which produces energy by means of nuclear fusion reactions Systems and system models Energy and matter
ES. 2.5: Explain how scientific theory changes over time with the introduction of new information and observational data. Use works from ancient Greeks such as Ptolemy, and other astronomers including Copernicus, Brahe, Kepler, and Galileo to demonstrate the effect of observational data and scientific discussion on our understanding of the mechanics and motion of our solar system. Scientific Theory – well – substantiated explanation of some aspect of the natural that is acquired through the scientific method and repeatedly tested and confirmed through observation and experimentation Ptolemy – Greek astronomer and mathematician who based his astronomy on the belief that all heavenly bodies revolved around Earth Copernicus – Polish astronomer who believed that earth and other planets revolved around the sun – Danish astronomer whose observations of the planets provided the basis for Kepler’s Laws of planetary motion Kepler – German astronomer and mathematician who is considered the founder of celestial mechanics, accurately described the elliptical orbits of Earth Galileo – Italian astronomer and mathematician who was the first to use a telescope to study the stars, demonstrated that different weights descend at the same rate Systems and system models Stability and change
Standard 3: Earth Cycles and Systems Indiana Academic Standard Clarifying Statement Highlighted Vocabulary Words from the Standard Defined Crosscutting Concept ES 3.1: Create flowcharts that show the exchange of carbon and oxygen between the lithosphere, hydrosphere, biosphere, and atmosphere, including carbon dioxide and methane. Explain how human activities such as farming and industry, temperature change in oceans, and natural processes such as volcanic eruptions can speed or slow the cycling from reservoirs within the solid earth and oceans into the atmosphere. Lithosphere – Rigid outer part of the earth Hydrosphere – All the waters on the surface Biosphere – regions of the surface, atmosphere and hydrosphere of the earth occupied by living organisms Atmosphere – envelope of gases surrounding the earth or another planet Farming – activity or business of growing and raising livestock Industry – economic activity concerned with the processing of raw materials and manufacture of goods in factories Volcanic Eruptions – vent in the earth’s crust through which molten rock, rock fragments, gases, and ashes are ejected from the earth’s interior Atmosphere - envelope of gases surrounding the earth or another planet Patterns Systems and system models ES 3.2: Create diagrams and flowcharts that show the cycling of between the lithosphere, hydrosphere, biosphere, and atmosphere for nitrogen. Complete the same for phosphorus excluding the atmosphere. Explain how human activities can alter the amounts of both phosphorus and nitrogen between these layers. Scale, proportion, and quantity Energy and matter
ES 3.3: Analyze and explain how events on one side of the world can alter temperature and precipitation around the globe. Analyze and explain the possible effects of natural and human-driven processes on our atmosphere and climate. Temperature – the degree or intensity of heat present in a substance or object, especially as expressed according to a comparative scale and shown by a thermometer or perceived by touch Precipitation – rain, snow, sleet, or hail that falls to the ground Climate – the weather conditions prevailing in an area in general or over a long period. Patterns Structure and function ES. 3.4: Evaluate the use of sustainable versus nonrenewable resources. Explain the consequences of overuse and continued increased consumption of limited resources. Analyze and evaluate the benefits of researching, designing, and developing sustainable resources for private use and industry. Sustainable resources – resources that can be replenished at least as fast as they are consumed Nonrenewable resources – resource of economic value that cannot be readily replaced by natural means on a level equal to its consumption. Patterns Energy and matter Standard 4: The Atmosphere and Hydrosphere
ES 5.3: Construct a model that demonstrates the difference between weathering, erosion, transportation of material, deposition, and new soil and sedimentary rock formation. Differentiate between types of physical and chemical weathering. Weathering – Any of the chemical or mechanical processes by which rocks exposed to the weather undergo chemical decomposition and physical disintegration Erosion – A type of weathering in which surface soil and rock are worn away through the action of glaciers, water, and wind Transportation of material – movement of material across the Earth's surface by water, wind, ice or gravity Deposition – laying down of matter by a natural process soil – dynamic natural body on the surface of the in which plants grow, composed of mineral and organic materials and living forms Sedimentary rock – rock that are formed by the deposition and subsequent cementation of that material at the Earth's surface and within bodies of water Systems and system models Structure and function ES 5.4: Differentiate between relative and absolute geological time. Detail how sedimentary rock can be dated based on relative-age dating and positioning, while igneous formations can be radiometrically dated. Differentiate between radiocarbon dating used for organic materials and other types of radiometric dating for inorganic rock formation. Relative - events may be placed relatively to one another Absolute geological time – process of determining an age on a specified time scale Igneous formations – Rock formations formed by the cooling and solidifying of molten materials Radiometrically – measurement of geologic time by of the rate of disintegration of radioactive elements Radiocarbon dating – technique for determining the age of organic materials, such as wood, based on their content of the radioisotope 14C acquired from the atmosphere when they formed part of a living plant Organic materials – composed of organic compounds that has come from the remains of organisms such as plants and animals and their waste products in the environment Inorganic rock formation – rock formation that is made from or containing material that does not come from plants or animals Scale, proportion, and quantity Systems and system models
ES 5.5: Create a timeline detailing the processes that have occurred in Indiana to create mostly sedimentary bedrock. Explain how changing sea levels, climate, and glaciation have shaped Indiana geology. Sedimentary bedrock – hard, rock beneath surface materials such as soil and gravel sea levels – the level of the sea's surface, used in reckoning the height of geographical features such as hills and as a barometric standard Climate – the weather conditions prevailing in an area in general or over a long period Glaciation – the process, condition, or result of being covered by glaciers or ice sheets geology – the science that deals with the earth's physical structure and substance, its history, and the processes that act on it Systems and system models Energy and matter ES 5.6 Create models or diagrams to show how plate movement and sea level changes have changed continental land masses over time. Include the creation and destruction of inland seas, sedimentary rock formations including evaporites and biochemical formations, and the shaping and destruction of surface features. Plate movement – Earth's outer shell is divided into several plates that glide over the mantle Sea level – the level of the sea's surface, used in reckoning the height of geographical features such as hills and as a barometric standard Continental land masses – a part of the continental crust above sea level having a distinct identity, as a continent or large island. Evaporites – a natural salt or mineral deposit left after the evaporation of a body of water Biochemical formations – sedimentary rocks form from sediment derived by biological processes Systems and system models Structure and function Standard 6: Earth Processes
ES. 6.6: Create models and differentiate between shield, composite, and cinder cone volcanoes. Explain how volcanoes form, how the chemical composition of lava affects the type of volcanoes formed, and how the location (such as hot spots or along continental or oceanic margins) can affect the types of magma present. Shield – a broad, domed volcano with gently sloping sides, characteristic of the eruption of fluid, basaltic lava Composite – conical volcano built up by many layers (strata) of hardened lava, tephra, pumice, and volcanic ash Cinder cone volcanoes – A steep, conical hill consisting of glassy volcanic fragments that accumulate around and downwind from a volcanic vent. Magma – hot fluid or semifluid material below or within the earth's crust from which lava and other igneous rock is formed by cooling Scale, proportion, and quantity Systems and system models ES. 6.7: Use models, diagrams, and captions to explain how tectonic motion creates earthquakes and tsunamis. Using resources such as indianamap.org, analyze how close the school is to known faults and liquefaction potential. Differentiate between intraplate fault zones such as the Wabash Valley Fault System and the more commonly discussed faults along tectonic margins. Earthquakes – a sudden and violent shaking of the ground, sometimes causing great destruction, as a result of movements within the earth's crust or volcanic action Tsunamis – a long high sea wave caused by an earthquake, submarine landslide, or other disturbance Faults – a fracture in the of a planet (as the earth) or moon accompanied by a displacement of one side of the fracture with respect to the other usually in a direction parallel to the fracture Liquefaction potential – phenomenon whereby a saturated or partially saturated soil substantially loses strength and stiffness in response to an applied stress, usually earthquake shaking or other sudden change in stress condition, causing it to behave like a liquid Cause and effect Systems and system models Crosscutting Concepts 1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.