Tennessee Department of Education

Earth Science

Course Description

Earth Science is a course that explores the origins and the connections between the physical, chemical, and biological processes of the Earth System. The student will investigate

  • Earth System
  • Energy in the Earth System
  • Cycles in the Earth System
  • Geologic History

It is the expectation that students will experience the content of Earth Science through inquiry learning. Hands-on laboratory investigations, individual studies, and group activities should be a major portion of the learning experience. Students focus on topics associated with matter, energy, crystal dynamics, cycles, geochemical processes, and the expanded time scales necessary to understand events in the earth system. Earth Science will provide the knowledge, prerequisite skills, and habits of mind needed for problem solving and ethical decision making about matters of scientific and technological concern, as well as, provide a basic foundation for advanced studies in biology, chemistry, physics, and personal career choices.

Standard Number: 1.0 Earth System

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

Learning Expectations:

The student will

  • 1.1 explore the theories of the origin of the universe and its vastness.
  • 1.2 examine the components of the solar system.
  • 1.3 examine the sun, earth, moon relationships and their gravitational effects.
  • 1.4 investigate the exploration of space.

Performance Indicators:

At Level 1, the student is able to

  • identify the components of the universe: galaxies, solar systems, stars, planets, meteors, comets, and asteroids.
  • understand the seasons and the phases of the moon.
  • draw the position of the sun, earth, and moon during eclipses and lunar phases.
  • predict tidal conditions based on the position of the earth and moon.
  • investigate the history of space exploration.

At Level 2, the student is able to

  • discuss the theories of the origin of the universe: Big Bang and Oscillating/Pulsating.
  • construct a model of our solar system with emphasis on ratio and proportions of both distance and size of planets.
  • explain the evolution of a star through all stages of its potential development.
  • classify galaxies according to their shapes.
  • explore the role of astronomical events in Earth history (e. g., asteroid/meteor impacts, solar flares, and comets).
  • investigate the relationship between the length of the day and the inclination and relative position of the sun to the earth (seasons).
  • interpret a tide chart using an almanac or the Internet.
  • describe the relationship between mass and gravity.
  • construct a historical timeline of man's changing perceptions and knowledge regarding astronomy.
  • explore recent developments in space exploration.
  • explore the benefits of space technology in our everyday lives.

At Level 3, the student is able to

  • compare and contrast earth to other planets in our solar system.
  • research Tennessee's contribution to earth and space science.
  • research a career related to Earth systems such as: astronomer, astronaut, planetary geologist, aerospace engineer, and astrophysicist.

Sample Task:

Reasons for the Seasons--Prepare an orange by sticking 2 toothpicks into its opposite sides to represent the earth's axis. Draw the equator on the orange and place the orange on a plastic cup with axis offset from the perpendicular by 20˚ to 30˚. Place a flashlight horizontally on a same sized plastic cup and tape it down to prevent its rolling off. Turn on the flashlight and place the model of the earth 30 to 40 inches from the flashlight. With the North Pole pointing away from the light notice that the Southern Hemisphere receives light that is almost perpendicular, while the Northern Hemisphere receives light that is slanted. This shows winter in the Northern Hemisphere where there is less solar energy per square meter or yard. It is summer in the Southern Hemisphere. Rotate the cup with the orange 180˚ to view summer in the Northern Hemisphere and winter in the Southern Hemisphere.

Integration/Linkages:

biology, chemistry, physical science, astronomy, physics, math, history, economics, English, art, communication, ecology, environmental science, careers, technology, technological advancements, journalism, technical writing, applications to life

Standard Number: 2.0 Energy in the Earth System

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

Learning Expectations:

The student will

  • 2.1 investigate energy sources.
  • 2.2 explore energy transfer pathways.
  • 2.3 evaluate alternative energy sources.

Performance Indicators:

At Level 1, the student is able to

  • differentiate among the forms of energy (light, heart, mechanical, and chemical).
  • illustrate the three types of energy transfer (radiation, conduction, and convection) and give examples.
  • describe energy resources (e.g., fossil fuels, solar, geothermal, nuclear, wind, and hydroelectric).
  • distinguish between renewable and nonrenewable resources and their conservation.

At Level 2, the student is able to

  • investigate the sun as the major source of the Earth’s energy.
  • explore the three primary sources of internal energy: gravitational energy from the earth's original formation, friction, and radioactive decay.
  • reflect upon a teacher demonstration of energy conservation (e.s., driving a nail into a board or mixing vinegar and baking soda).
  • diagram and evaluate pathways of energy transfer to demonstrate the law of conservation of energy.
  • relate the transfer of energy through the geologic cycles: mantle convection, wind, and ocean currents.
  • describe the impact of energy transfer on human activity (hurricanes, crops growing--photosynthesis, volcanic eruptions, tsunamis).
  • compare and contrast alternative energy sources and their environmental impact.

At Level 3, the student is able to

  • research careers that relate to energy in the earth system such as nuclear engineer, chemical engineer, environmental engineer, geochemical scientist, materials engineer, geologists, meteorologist, and hydrologist.
  • debate issues related to energy sources, resources, and local impact.

Sample Task:

A simulation of crustal plate movement due to mantle convection - Place a glass baking pan half filled with water on an electric hot plate. Turn on the heater. Using canned biscuit dough, tear nickel-sized pieces and place on water in the center of the pan. Have student observe and record biscuit (plate) movements due to the convection currents in the water (mantle). Ask students to write a brief description of how their observations of this activity relate to the movement of the crustal plates.

Integration/Linkages:

biology, chemistry, physical science, math, English, art, communication, ecology, environmental science, careers, technology, technological advancements, applications to life

Standard Number: 3.0 Cycles in the Earth System

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

Learning Expectations:

The student will

  • 3.1 explain the components of the tectonic cycle.
  • 3.2 investigate the rock cycle.
  • 3.3 analyze the hydrologic cycle.
  • 3.4 interpret and assimilate data related to the atmospheric cycle.
  • 3.5 differentiate between the geo-chemical (Earth system) cycles.
  • 3.6 evaluate the role of living organisms within the Earth system cycles.
  • 3.7 investigate maps.

Performance Indicators:

At Level 1, the student is able to

  • explore continental drift/plate tectonics theory using models.
  • distinguish between minerals and rocks.
  • distinguish among sedimentary, igneous, and metamorphic rocks.
  • diagram the rock cycle including the processes.
  • label the parts of the hydrologic cycle, given a diagram.
  • collect and interpret basic weather data from meteorological instruments (thermometer, rain gauge, dry/wet thermometer, and barometer).
  • demonstrate physical and chemical weathering.
  • recognize the basic geochemical cycles: oxygen/carbon dioxide cycle, nitrogen cycle, and carbon cycle.

At Level 2, the student is able to

  • distinguish between diverging and converging plate boundaries using a labeled diagram of mantle convection currents.
  • explain and map the relationship between plate tectonics to mountain building, volcanoes, and earthquakes.
  • identify mineral samples using simple property tests (hardness, luster, streak, cleavage/fracture and perhaps specific gravity, acid, shape, and taste).
  • identify rock samples as sedimentary, igneous, or metamorphic.
  • identify uses of rocks and minerals.
  • describe the role of water (i.e. weathering, groundwater, river systems, glaciers, and oceans) in the evolution of landform processes.
  • analyze weather data and make simple predictions using weather maps.
  • understand the interrelationships among the geochemical cycles: a fixed amount of each stable element cycles through the earth systems, (the law of conservation of mass).
  • recognize the interrelationships of geologic processes and human activity (e.g., floods, earthquakes, volcanoes, acid rain, and global warming) .
  • write an essay on how geology affects your everyday life.
  • read and interpret topographic maps.

At Level 3, the student is able to

  • construct the geological cycle for a physiographic region or geologic time period in Tennessee.
  • investigate careers that relate to geology, such as mineralogist, geologist, meteorologist, volcanologist, gemologist, seismologist, paleontologist, and others.

Sample Task:

Sandstone—Fill half of a small paper cup with sand. Make a mixture of half water and half-white glue. Add mixture to sand, stir, and pour off excess liquid. Mudstone--spread some wet mud in an aluminum pan. Leave undisturbed until the water evaporates. Rock Salt--dissolve salt in warm water until no more will dissolve. Pour the salt water into an aluminum pan and leave undisturbed until the water evaporates. Sandstone--Make a mixture of half water and half-white glue. Half fill a small paper cap with sand, add glue-water mixture, and sit. Pour off excess liquid. Leave undisturbed until the water evaporates. Conglomerate--follow instructions for sandstone, substituting a mixture of sand, gravel, and clay for the sand. Have students describe, sketch, and label each of the models above and compare their models to its sedimentary counterpart.

Integration/Linkages:

biology, chemistry, physical science, math, English, art, communications, ecology, environmental science, careers, applications to our daily lives, concept mapping, volcanology, research skills, problem solving skills, critical thinking skills, bioclimatology

Standard Number: 4.0 Geologic History

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

Learning Expectations:

The student will

  • 4.1 interpret and evaluate the nature of geologic time.
  • 4.2 investigate the evolution of Earth.
  • 4.3 interpret and evaluate the evidence for biological evolution in the fossil record.
  • 4.4 demonstrate the effect of the environment on the formation and extinction of species.

Performance Indicators:

At Level 1, the student is able to

  • explain the law of uniformitarianism.
  • recognize that fossils are found in sedimentary rock.
  • construct mock fossils.
  • compare and contrast fossils to modern organisms.
  • recognize the difference between absolute and relative time (i.e. using a family tree.)

At Level 2, the student is able to

  • recognize that fossils contained in sedimentary rock provide clues to life forms, changes in those life forms, and environmental changes.
  • examine the fossil record to determine the adaptations of organisms.
  • cite and explain the evidence for plate tectonics (fossil record, mountain ranges, rock strata, paleomagnetism, paleoclimates, and configuration of the continents.)
  • compare and contrast the mechanisms for determining the advance of geologic history: relative and absolute dating.
  • construct and interpret a geologic timetable for the evolution of Earth and the history of life.
  • differentiate the relative age of various fossils in sedimentary rock, given a diagram of rock strata.
  • interpret the sequence of rock strata using superposition, cross cutting relationships, inclusions, the fossil record, and absolute data techniques.
  • create a diorama that depicts the ancient environment or habitat in which a given fossil existed.

At Level 3, the student is able to

  • predict how environmental changes affect the development of new species or extinction of an existing species, given a written scenario.
  • describe what a geologic time traveler might see in the future of Tennessee.

Sample Task:

Simulating amber—Using aluminum foil, make a small palm size cup shaped container. Pour some mucilage into the bowl and place a dead insect into the mixture. Make sure the insect is nearly covered with the mucilage. Let the material dry for two or three days. Add more mucilage on top of the insect to make sure it is completely covered. Allow the material to dry for several more days. Peel away the foil from the "amber" and view your creation. Mucilage can be made using 1 cup each of water and sugar in a pan. Bring to a rolling boil and continue to heat 10 more minutes. Add honey for yellow color and stir.

Integration/Linkages:

biology, chemistry, physical science, math, English, art, communication, ecology, environmental science, careers, technology, technological advancements, applications to our daily lives, history, cartography, paleontology, archeology, problem-solving skills, critical thinking skills, research, writing, scale and model, and careers as anthropologists, paleontologists, archeologists, and museum curator