NECAP+2011+Gr+08+04+Analysis

Applicable GSE
// Explain how the use of scientific tools helps to extend senses and gather data about weather. (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches). // |||| **// ESS1 (5-8) POC –3 //** // Explain how earth events (abruptly and over time) can bring about changes in Earth’s surface: landforms, ocean floor, rock features, or climate. // |||| =====ESS1 (9-11) SAE+ POC–3===== // Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading). // ||
 * ** ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes. ** ||
 * **// ESS 1 (K-4) NOS –3 //**
 * ** Grade Span Expectations (K-4) ** ||||  ** Grade Span Expectations (5-8) **  ||||  Grade Span Expectations (HS)  ||
 * ** ESS 1(K-2)–3 **
 * Students demonstrate an understanding of **** how the use of scientific tools helps to extend senses and gather data by… **


 * 3a ** using scientific tools to extend senses and gather data about weather (e.g., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches). || ** ESS 1(3-4) –3 **
 * Students demonstrate an understanding of **** how the use of scientific tools helps to extend senses and gather data by… **


 * 3a **__ explaining __ how the use of scientific tools helps to extend senses and gather data about weather (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches).


 * 3b ** __selecting__ appropriate tools for a given task and __describing__ the information they will provide. || ** ESS1 (5-6)–3 **
 * Students demonstrate an **
 * understanding of processes and change over time within earth systems by … **


 * 3a ** __describing events and the effect they may have on climate (e.g. El Nino, deforestation, glacial melting, and an increase in greenhouse gases).__ || ==ESS1 (7-8)–3==

Students demonstrate an

 * understanding of processes and change over time within earth systems by … **


 * 3a **__ evaluating slow processes __ (e.g. __weathering, erosion, mountain building, sea floor spreading) to determine how the earth has changed and will continue to change over time.__


 * 3b **__ evaluating fast processes (e.g. erosion, volcanoes and earthquakes) to determine how the earth has changed and will continue to change over time. __

Students demonstrate an understanding of processes and change over time within earth systems by …
 * 3c **__ investigating the effect of flowing water on landforms (e.g. stream table, local environment). __ || ======ESS1 (9-11)–3======


 * 3a ** __explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle.__


 * 3b **__ explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity __.


 * 3c **__ investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle. __


 * 3d **__ explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling) __ . || ** Example Extension(s) **


 * ESS1 (Ext.)–3 **
 * Students demonstrate an understanding of processes and change over time within earth systems by **

//** 3aa **//// describe how // interaction of wind patterns, ocean currents, and mountain ranges results in the global pattern of latitudinal bands of rain forests and deserts.


 * 3bb ** use computer modeling/ simulations to predict the effects of an increase in greenhouse gases on earth systems (e.g. earth temperature, sea level, atmosphere composition). ||