Environmental Earth Science Curriculum MapEarth's population is increasing dramatically while its resources are being depleted. The present generation is caught in the middle, and must make decisions on a daily basis that affect the way human beings live on this planet. This course will use management of natural resources as a basis for learning Earth Science principles and skills. Students will develop and apply their scientific literacy by studying the interrelationship of humans to Earth's interior, land, sea, air, and space.
1st MP	2nd MP	3rd MP	4th MP

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Foundations of Env Earth Science	Space and Earth	Atmosphere	Ocean Physical Processes	Internal Earth Processes and Products	Land Processes and Products
Course Essential Questions: 1. How is scientific method used to acquire knowledge about global issues? 2. What did John Muir mean when he wrote, "When one tugs on any one thing, he pulls on the whole world?" 3. What does it mean to "think globally and act locally?"

Foundations of Environmental Earth Science (Aug, Sep)
Foundations of Environmental Earth Science explores the role of science in management of the planet by connecting scientific method with the management cycle of inventory (acquiring knowledge), planning and implementation (following the plan). After making the case for science as a powerful method to acquire the knowledge necessary to manage the planet, this section of the course strengthens some of the measurement techniques and principles required for Earth Science.

Section Essential Question: How can we manage Earth better?
Big Ideas (Concepts): Purposes for EESCI Nature of Science Measurement and Computation
Content (topics): EESci Course Overview, Why EESci? (lab period exercise), We Need Natural Resources, We Manage Resources, How does Science Work? / Reading, Scientific Method, Science and Safety, Experimental Design / Safety Quiz, Reading / Variables, Paper/Plastic/? Research (CAPT), Measuring Length vs Area, Volume, Reading / Mass, Weight, Density
State Content Standards
SCIENTIFIC INQUIRY

¨       Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.

¨       Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.

¨       Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.

SCIENTIFIC LITERACY

¨       Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science.

Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.

SCIENTIFIC NUMERACY

¨       Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.

State Expected Performances
D INQ.1      Identify questions that can be answered through scientific investigation.

D INQ.2      Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D INQ.3      Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D INQ.4      Design and conduct appropriate types of scientific investigations to answer different questions.

D INQ.5      Identify independent and dependent variables, including those that are kept constant and those used as controls.

D INQ.6      Use appropriate tools and techniques to make observations and gather data.

D INQ.7      Assess the reliability of the data that was generated in the investigation.

D INQ.8      Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D INQ.9      Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

Space and Earth (Oct, Nov)
This section of the course examines the ways that Earthlings are affected by the Universe we live in, and how we learn about Space. Solar radiation, meteorite impact danger, orbital effects on days and seasons, and how we use space to study Earth are included.

Section Essential Question: How is life on Earth affected by the universe around it?
Big Ideas (Concepts): Space Data Solar System and Planet Earth
Content (topics): Why study space?, Telescopes, Tremendous Telescopes, Spectroscopy, Spectroscopy lab, Nature of solar energy, EM Spectrum, Space Distances, Doppler Effect and Red Shift, Expanding Universe, Big Bang Seasons, Solar System Distances and Sizes, How Do Satellites Orbit?, Robotic Spacecraft, Seasons, Meteorite Impact Danger, Sun Storms,
Skills: reflecting, categorizing and classifying, scale modeling, physical modeling, scientific notation, spectroscopy, Venn diagram, mnemonic, comparing, drawing conclusions and correlations,
CAPT: Recognize and define problems for scientific investigations. Predict the results based on knowledge of problem-related content. Interpret data, draw conclusions and assess their validity. Explain natural phenomena with scientific concepts.
State Content Standards 8.7 Space explorations provide information about the solar system, the universe and the possibility of life beyond Earth.
8(j) Explore how the space program provides new information about the solar system.

8(k) Explore how life can be sustained in space.

HSV.1 Electromagnetic Spectrum: What Are the Properties of Waves? Waves have energy and can transfer energy when they interact with matter.

V(a) Explore and explain how the properties of waves depend on the frequency and amplitude of the waves.

V(b) Describe different classifications within the electromagnetic spectrum in terms of their wavelengths, frequency and energy.

HSV.2 The Stars: Are They Still Evolving?

Technology based on the electromagnetic spectrum is used to collect and interpret evidence about the structure of the universe.

V(e) Explore and describe how the measurement of energy produced by stars provides evidence for the current theory about the birth, development and death of stars.
8.6 Gravity is the force that governs the motions of the solar system, attracts objects to the Earth and influences tides.
8(g) Explore and explain the effect of gravity on the orbital movement of planets in the solar system.

8.5 The solar system is composed of planets and other objects that orbit the sun in regular and predictable motion.

8(h) Explore and explain how the regular motion of the Sun, Earth and Moon explains the day, year, phases of the moon and eclipses.

8(i) Compare and contrast the characteristics (i.e., orbital patterns, atmosphere, composition, temperature) of the planets in the solar system, and their potential to sustain life.

Atmosphere (Nov, Dec, Jan)
Students learn how the atmosphere developed, its components, how those components cycle, how we interfere with those cycles, how energy is transferred through the atmosphere, the formation of weather systems and weather prediction.

Section Essential Question: How do we manage our atmosphere?
Big Ideas (Concepts): Composition Energy Distribution Weather Systems
Content (topics): Atmosphere Evolution, Greenhouse Effect, Global Warming and Energy Conservation, Energy Tour, Photosynthesis, Oxygen Ozone/chlorofluorocarbons, Nitrogen Cycle, Nitrogen Management, Research Lab: What's In The Air?, Particulates and Aerosols, Acid Rain, Smog and surface ozone, Dewpoint and Relative Humidity. Energy Transfer in the Atmosphere, Transfer of Energy by Water, Weather Research, Air Pressure, Temperature and Altitude, Vertical Air Movement, High/Low Pressure areas, Global Circulation, Coriolis Effect, High/Low/Prevailing Winds, Air Masses, Fronts, Weather Prediction, Severe weather: tornados.
Skills: drawing, reflecting, compiling, compare/contrasting, drawing conclusions and correlations, recording data, using graphics,
CAPT: Predict future events based on scientific knowledge. Describe natural phenomena with appropriate scientific terms. Conduct investigations, collect data, and record observations.
State Framework Standards

6(h) Explore and describe the gas composition of the atmosphere and its protective effects on Earth.

HSII.3 - The Environment – How Can We Sustain Its Health? The environment becomes degraded due to the increase consumption of natural resources and use of synthetic materials.

II(f) Explore and explain the causes of air pollution and the possible effects on human health and the environment.

II(g) Explore the quality of a local water resource (e.g., level of metal and non-metal ions, pH, concentration of gases), and what can be done to preserve the quality of water resources.

HSVI.2 Earth History: How and What Can We Learn From It? Interactions among the solid Earth, the oceans, the atmosphere and organisms have resulted in the ongoing evolution of the Earth system. VI(d) Describe how the evolution of life influenced changes in the composition of the Earth’s atmosphere.
6.4 Variation in the amount of the sun’s energy hitting the Earth’s surface affects daily and seasonal weather patterns.
6(g) Describe how the sun’s energy affects air pressure in the atmosphere and influences the weather.

V(c) Explore and explain how heat can be transferred through materials and across space.

6.5 Factors such as latitude, topography and proximity to an ocean affect regional climates.
6(i) Explore how changes in the temperature of the atmosphere and the oceans affect the climate.

Oceans (Jan, Feb)
Oceans are studied for their physical and chemical processes such as coastal erosion, danger from hurricanes, formation and management of coastal features, the sea floor, and both surface and deep ocean currents.

Section Essential Question: How do the oceans shape our lives?
Big Ideas (Concepts): Oceans and Air Movement Physical/Chemical Processes
Content (topics): Hurricanes, Storm Surge, Surface Currents, ENSO and world weather, Waves. Tides, Shorelines, rip currents, breakwaters, Subsurface Currents. The Ocean Floor structure and deposits, Shoreline Issues, Salinity, Upwellings, The Estuary.
Skills: Recognize and define problems for scientific investigations. Design appropriate procedures to solve the problem. Predict the results based on knowledge of problem-related content. Conduct investigations, collect data, and record observations. Interpret data, draw conclusions and assess their validity. .
State Framework Standards .

Internal Earth Processes and Products (Feb, Mar, Apr)
In this section, students learn how we acquire knowledge of the interior of the planet, the structure that is revealed, the transfer of energy to the surface, plate tectonics, formation of plate boundary features, mineral and rock resources, and earthquakes.

Section Essential Question: 1. How do we study the interior of the planet?
2. How do the processes inside the Earth cause changes at the surface?

Big Ideas (Concepts): Earth Structure Plate Tectonics Products of Internal Processes
Content (topics): Evidence for Earth Structure, Non-Seismic Evidence, Mantle Convection Currents, Seismic Discovery. Continental Movement, Plate Boundaries, Mountain Building, Continental Growth, Volcanism, Rock Cycle, Crust Elements, Minerals Igneous Rocks, Metamorphic rock formation, CT Plate Boundary Features and Rocks, Formation of Ores, Mining, Recycling, Radon, Seismic Travel Times, Earthquake Effects, Res. E-Quake Damage Assessment Scale, New England Earthquakes.
Skills: sequencing, mapping, calculating, Explain natural phenomena with scientific concepts.
State Framework Standards 7.6 The Earth is layered with a lithosphere, hot mantle and dense metallic core. 7.7 The rock cycle and soil formation are evidence that the Earth is continuously changing.
HSVI.3 Plate Tectonics: What Moves the Continents? Energy within the Earth creates forces that drive the movement of plates, which results in changes in the Earth’s surface.

VI(g) Describe how the outward transfer of Earth’s internal heat drives convection and circulation in the mantle that propels the Earth’s surface plates.

VI(h) Explore and explain how earthquakes, volcanic eruptions and mountain building are explained by the theory of plate tectonics.
7(h) Explore how heat flow and movement of materials within the Earth cause the rock cycle, earthquakes and volcanic eruptions.

Land Processes and Products (Apr, May, Jun)
The last course section examines weathering of the land and the resources such as soil that are formed, the work of erosion agents such as wind gravity and glaciers, and the water systems of the land that create both resources and hazards.

Section Essential Questions: How are the Earth's land surfaces changing? How do we affect those changes? How do they affect us?
Big Ideas (Concepts): Weathering/Products Minor Erosion Agents Water Systems
Content (topics): Weathering Processes, Products of Weathering, Soil Horizons and Processes, Local Soil Structure. Mass Movements, Wind Erosion, Glaciation, Glacier Movement, Glacial Outwash. Infiltration Factors, Groundwater flow, Groundwater Pollution, Household Hazardous Waste, Floods, deposition, erosion, Wetlands Stream Speeds/Erosion/Deposition, River case studies, Watershed mapping and management, Sedimentary Rocks.
Skills: brainstorming, Explain natural phenomena with scientific concepts. flowchart, Design appropriate procedures to solve the problem, Conduct investigations, collect data, and record observations. Interpret data, draw conclusions and assess their validity. .
Assessments: 7.7 The rock cycle and soil formation are evidence that the Earth is continuously changing..
HSVI.2 Earth History: How and What Can We Learn From It? Interactions among the solid Earth, the oceans, the atmosphere and organisms have resulted in the ongoing evolution of the Earth system.

VI(e) Explore and explain how geological history can be determined using evidence from fossils, radioactive dating and rock sequences.

HSII.3 - The Environment – How Can We Sustain Its Health? The environment becomes degraded due to the increase consumption of natural resources and use of synthetic materials.

II(g) Explore the quality of a local water resource (e.g., level of metal and non-metal ions, pH, concentration of gases), and what can be done to preserve the quality of water resources.

7(g) Explore and describe how the cycling of water in and out of the atmosphere (“the water cycle”) shapes the face of the Earth.
List of CAPT "skills":

1. Describe natural phenomena with appropriate scientific terms
2. Explain natural phenomena with scientific concepts
3. Predict future events based on scientific knowledge
5. Interpret and communicate scientific information using words, equations, graphs and charts
Experimentation
6. Recognize and define problems for scientific investigations
7. Design appropriate procedures to solve the problem
8. Predict the results based on knowledge of problem-related content
9. Conduct investigations, collect data, and record observations
10. Interpret data, draw conclusions and assess their validity
Science and Thinking Skills

Basics: asking
reading
organizing
reflecting
determining
identifying
comparing
brainstorming
estimating
collecting
consolidating
elaborating
categorizing and classifying
Researching:
observing
designing
hypothesizing
describing
interpreting
comparing
predicting
generating questions
analyzing
modeling
drawing conclusions and correlations
Working with Data:
digitizing
mapping
collecting
recording
organizing
verifying
summarizing
measuring
calibrating
conducting
reading
comparing and interpreting
building
converting
following directions
Quantitative:
laying and plotting
building and modeling
drawing and graphing
measuring
subtracting and adding
solving
manipulating
collecting
testing
converting
averaging
Communicating:
writing reports
speaking orally
interpreting
using graphics
summarizing
describing
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Foundations of Environmental Earth Science (Aug, Sep) Foundations of Environmental Earth Science explores the role of science in management of the planet by connecting scientific method with the management cycle of inventory (acquiring knowledge), planning and implementation (following the plan). After making the case for science as a powerful method to acquire the knowledge necessary to manage the planet, this section of the course strengthens some of the measurement techniques and principles required for Earth Science.
Section Essential Question:	How can we manage Earth better?
Big Ideas (Concepts):	Purposes for EESCI	Nature of Science	Measurement and Computation
Content (topics):	EESci Course Overview, Why EESci? (lab period exercise), We Need Natural Resources, We Manage Resources,	How does Science Work? / Reading, Scientific Method, Science and Safety, Experimental Design / Safety Quiz, Reading / Variables, Paper/Plastic/? Research (CAPT),	Measuring Length vs Area, Volume, Reading / Mass, Weight, Density
State Content Standards	SCIENTIFIC INQUIRY ¨ Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena. ¨ Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation. ¨ Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists.	SCIENTIFIC LITERACY ¨ Scientific literacy includes the ability to read, write, discuss and present coherent ideas about science. Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media.	SCIENTIFIC NUMERACY ¨ Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze and present scientific data and ideas.
State Expected Performances	D INQ.1 Identify questions that can be answered through scientific investigation. D INQ.2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information. D INQ.3 Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.	D INQ.4 Design and conduct appropriate types of scientific investigations to answer different questions. D INQ.5 Identify independent and dependent variables, including those that are kept constant and those used as controls. D INQ.6 Use appropriate tools and techniques to make observations and gather data.	D INQ.7 Assess the reliability of the data that was generated in the investigation. D INQ.8 Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms. D INQ.9 Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation. D INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

Space and Earth (Oct, Nov) This section of the course examines the ways that Earthlings are affected by the Universe we live in, and how we learn about Space. Solar radiation, meteorite impact danger, orbital effects on days and seasons, and how we use space to study Earth are included.
Section Essential Question:	How is life on Earth affected by the universe around it?
Big Ideas (Concepts):	Space Data	Solar System and Planet Earth
Content (topics):	Why study space?, Telescopes, Tremendous Telescopes, Spectroscopy, Spectroscopy lab, Nature of solar energy, EM Spectrum, Space Distances, Doppler Effect and Red Shift, Expanding Universe, Big Bang	Seasons, Solar System Distances and Sizes, How Do Satellites Orbit?, Robotic Spacecraft, Seasons, Meteorite Impact Danger, Sun Storms,
Skills:	reflecting, categorizing and classifying, scale modeling, physical modeling, scientific notation, spectroscopy, Venn diagram, mnemonic, comparing, drawing conclusions and correlations, CAPT: Recognize and define problems for scientific investigations. Predict the results based on knowledge of problem-related content. Interpret data, draw conclusions and assess their validity. Explain natural phenomena with scientific concepts.
State Content Standards	8.7 Space explorations provide information about the solar system, the universe and the possibility of life beyond Earth. 8(j) Explore how the space program provides new information about the solar system. 8(k) Explore how life can be sustained in space. HSV.1 Electromagnetic Spectrum: What Are the Properties of Waves? Waves have energy and can transfer energy when they interact with matter. V(a) Explore and explain how the properties of waves depend on the frequency and amplitude of the waves. V(b) Describe different classifications within the electromagnetic spectrum in terms of their wavelengths, frequency and energy. HSV.2 The Stars: Are They Still Evolving? Technology based on the electromagnetic spectrum is used to collect and interpret evidence about the structure of the universe. V(e) Explore and describe how the measurement of energy produced by stars provides evidence for the current theory about the birth, development and death of stars.		8.6 Gravity is the force that governs the motions of the solar system, attracts objects to the Earth and influences tides. 8(g) Explore and explain the effect of gravity on the orbital movement of planets in the solar system. 8.5 The solar system is composed of planets and other objects that orbit the sun in regular and predictable motion. 8(h) Explore and explain how the regular motion of the Sun, Earth and Moon explains the day, year, phases of the moon and eclipses. 8(i) Compare and contrast the characteristics (i.e., orbital patterns, atmosphere, composition, temperature) of the planets in the solar system, and their potential to sustain life.

Atmosphere (Nov, Dec, Jan) Students learn how the atmosphere developed, its components, how those components cycle, how we interfere with those cycles, how energy is transferred through the atmosphere, the formation of weather systems and weather prediction.
Section Essential Question:	How do we manage our atmosphere?
Big Ideas (Concepts):	Composition	Energy Distribution	Weather Systems
Content (topics):	Atmosphere Evolution, Greenhouse Effect, Global Warming and Energy Conservation, Energy Tour, Photosynthesis, Oxygen Ozone/chlorofluorocarbons, Nitrogen Cycle, Nitrogen Management, Research Lab: What's In The Air?, Particulates and Aerosols, Acid Rain, Smog and surface ozone, Dewpoint and Relative Humidity.	Energy Transfer in the Atmosphere, Transfer of Energy by Water,	Weather Research, Air Pressure, Temperature and Altitude, Vertical Air Movement, High/Low Pressure areas, Global Circulation, Coriolis Effect, High/Low/Prevailing Winds, Air Masses, Fronts, Weather Prediction, Severe weather: tornados.
Skills:	drawing, reflecting, compiling, compare/contrasting, drawing conclusions and correlations, recording data, using graphics, CAPT: Predict future events based on scientific knowledge. Describe natural phenomena with appropriate scientific terms. Conduct investigations, collect data, and record observations.
State Framework Standards	6(h) Explore and describe the gas composition of the atmosphere and its protective effects on Earth. HSII.3 - The Environment – How Can We Sustain Its Health? The environment becomes degraded due to the increase consumption of natural resources and use of synthetic materials. II(f) Explore and explain the causes of air pollution and the possible effects on human health and the environment. II(g) Explore the quality of a local water resource (e.g., level of metal and non-metal ions, pH, concentration of gases), and what can be done to preserve the quality of water resources. HSVI.2 Earth History: How and What Can We Learn From It? Interactions among the solid Earth, the oceans, the atmosphere and organisms have resulted in the ongoing evolution of the Earth system. VI(d) Describe how the evolution of life influenced changes in the composition of the Earth’s atmosphere.	6.4 Variation in the amount of the sun’s energy hitting the Earth’s surface affects daily and seasonal weather patterns. 6(g) Describe how the sun’s energy affects air pressure in the atmosphere and influences the weather. V(c) Explore and explain how heat can be transferred through materials and across space.	6.5 Factors such as latitude, topography and proximity to an ocean affect regional climates. 6(i) Explore how changes in the temperature of the atmosphere and the oceans affect the climate.

Oceans (Jan, Feb) Oceans are studied for their physical and chemical processes such as coastal erosion, danger from hurricanes, formation and management of coastal features, the sea floor, and both surface and deep ocean currents.
Section Essential Question:	How do the oceans shape our lives?
Big Ideas (Concepts):	Oceans and Air	Movement	Physical/Chemical Processes
Content (topics):	Hurricanes, Storm Surge, Surface Currents, ENSO and world weather, Waves.	Tides, Shorelines, rip currents, breakwaters, Subsurface Currents.	The Ocean Floor structure and deposits, Shoreline Issues, Salinity, Upwellings, The Estuary.
Skills:	Recognize and define problems for scientific investigations. Design appropriate procedures to solve the problem. Predict the results based on knowledge of problem-related content. Conduct investigations, collect data, and record observations. Interpret data, draw conclusions and assess their validity. .
State Framework Standards	.

Internal Earth Processes and Products (Feb, Mar, Apr) In this section, students learn how we acquire knowledge of the interior of the planet, the structure that is revealed, the transfer of energy to the surface, plate tectonics, formation of plate boundary features, mineral and rock resources, and earthquakes.
Section Essential Question:	1. How do we study the interior of the planet? 2. How do the processes inside the Earth cause changes at the surface?
Big Ideas (Concepts):	Earth Structure	Plate Tectonics	Products of Internal Processes
Content (topics):	Evidence for Earth Structure, Non-Seismic Evidence, Mantle Convection Currents, Seismic Discovery.	Continental Movement, Plate Boundaries,	Mountain Building, Continental Growth, Volcanism, Rock Cycle, Crust Elements, Minerals Igneous Rocks, Metamorphic rock formation, CT Plate Boundary Features and Rocks, Formation of Ores, Mining, Recycling, Radon, Seismic Travel Times, Earthquake Effects, Res. E-Quake Damage Assessment Scale, New England Earthquakes.
Skills:	sequencing, mapping, calculating, Explain natural phenomena with scientific concepts.
State Framework Standards	7.6 The Earth is layered with a lithosphere, hot mantle and dense metallic core. 7.7 The rock cycle and soil formation are evidence that the Earth is continuously changing.	HSVI.3 Plate Tectonics: What Moves the Continents? Energy within the Earth creates forces that drive the movement of plates, which results in changes in the Earth’s surface. VI(g) Describe how the outward transfer of Earth’s internal heat drives convection and circulation in the mantle that propels the Earth’s surface plates. VI(h) Explore and explain how earthquakes, volcanic eruptions and mountain building are explained by the theory of plate tectonics.	7(h) Explore how heat flow and movement of materials within the Earth cause the rock cycle, earthquakes and volcanic eruptions.

Land Processes and Products (Apr, May, Jun) The last course section examines weathering of the land and the resources such as soil that are formed, the work of erosion agents such as wind gravity and glaciers, and the water systems of the land that create both resources and hazards.
Section Essential Questions:	How are the Earth's land surfaces changing? How do we affect those changes? How do they affect us?
Big Ideas (Concepts):	Weathering/Products	Minor Erosion Agents	Water Systems
Content (topics):	Weathering Processes, Products of Weathering, Soil Horizons and Processes, Local Soil Structure.	Mass Movements, Wind Erosion, Glaciation, Glacier Movement, Glacial Outwash.	Infiltration Factors, Groundwater flow, Groundwater Pollution, Household Hazardous Waste, Floods, deposition, erosion, Wetlands Stream Speeds/Erosion/Deposition, River case studies, Watershed mapping and management, Sedimentary Rocks.
Skills:	brainstorming, Explain natural phenomena with scientific concepts. flowchart, Design appropriate procedures to solve the problem, Conduct investigations, collect data, and record observations. Interpret data, draw conclusions and assess their validity. .
Assessments:	7.7 The rock cycle and soil formation are evidence that the Earth is continuously changing..	HSVI.2 Earth History: How and What Can We Learn From It? Interactions among the solid Earth, the oceans, the atmosphere and organisms have resulted in the ongoing evolution of the Earth system. VI(e) Explore and explain how geological history can be determined using evidence from fossils, radioactive dating and rock sequences.	HSII.3 - The Environment – How Can We Sustain Its Health? The environment becomes degraded due to the increase consumption of natural resources and use of synthetic materials. II(g) Explore the quality of a local water resource (e.g., level of metal and non-metal ions, pH, concentration of gases), and what can be done to preserve the quality of water resources. 7(g) Explore and describe how the cycling of water in and out of the atmosphere (“the water cycle”) shapes the face of the Earth.