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New Hampshire Frameworks Correlations
Earth Science Picture of the Day 
The title says it all. View a different earth science based photo, imagery, graphic, or artwork everyday. You can browse the archives back to September 2000.
Intended Audience: General Reading Level: N/A Teacher Section: No Searchable: Yes
Science: Earth/Space Science Curriculum Standard 4b
Students will demonstrate an increasing ability to understand that the Earth
is a complex planet with five interacting systems, which consists of the solid
Earth (lithosphere), air (atmosphere), water (hydrosphere), ice (cryosphere),
and life (biosphere).
Proficiency Standards
By the end of grade six students will be able to: -
Describe basic facts about major features of the Earth's surface and natural
changes in the features,e.g. volcanoes, earthquakes, glaciers.
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Observe, describe and record weather conditions such as clouds, temperature,
air pressure, and precipitation.
-
Identify events in nature that have repeating patterns or cycles, e.g. weather
patterns, water cycle, rock cycle.
-
Construct models that demonstrate the effects of water, ice, wind, and waves
on the Earth's land surfaces, e.g. stream tables, wave tanks.
-
Relate observed weather conditions to different climates and seasonal changes.
Proficiency Standards
By the end of grade ten students will be able to:-
Identify common
soil conservation methods.
-
Relate common cycles such as the water cycle, the nitrogen cycle, and the carbon
cycle to each other.
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Describe the motions of ocean waters and identify their causes and effects on
climate.
-
Identify the composition and physical characteristics of the atmosphere.
-
Explain the roles of water and weather in distributing the Sun's heat energy.
-
Explain weather-related phenomena such as thunderstorms, tornados, hurricanes,
drought, or acid precipitation.
-
Relate observed weather conditions to large and small scale weather systems,e.g.
highs, lows, and fronts.
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Demonstrate how living things alter the Earth's atmosphere, lithosphere, and
hydrosphere.
Curriculum
Standard 4c
Students will demonstrate
an increasing ability to understand that the Earth contains a variety of renewable
and non-renewable resources.
Proficiency Standards
By the end of grade six students will be able to: -
Identify Earth resources
used in their life.
-
Explain how some of the Earth's resources are processed to make them useful.
-
List some ways that the Earth's water supply can be conserved.
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Identify/explain some effects human activities have on the atmosphere, e.g.
smog, industrial wastes.
Proficiency
Standards
By the end of grade ten students will be able to:
-
Investigate how
human activities, such as reducing the amount of forest cover and increasing
the amount and variety of chemicals released into the atmosphere have changed
the Earth's land, ocean, and atmosphere.
-
Cite evidence that our fresh water supply is essential for life and also for
most industrial processes.
-
Describe possible consequences of reducing or eliminating some of the Earth's
natural resources.
-
Identify natural, as well as human-induced, factors which contribute to changes
in the Earth's systems.
Social Studies: Geography Curriculum Standard 12
Students will demonstrate an understanding of landform patterns and water systems
on Earth's surface; the physical processes that shape these patterns; and the
characteristics and distribution of ecosystems.
Proficiency Standards
By the end of grade six students will be able to: -
Identify and describe
the major landforms and water systems found on Earth's surface.
-
Describe the roles
of water, wind, ice, temperature, and slope in shaping the physical features
of Earth's major landforms and discuss how glaciers, wind, and water have shaped
the physical landscape of New Hampshire.
-
Discuss how changing
Earth-Sun and Earth-Moon relationships influence seasons, length of day, weather
and climate, the water cycle, and tides.
-
Discuss potential
outcomes of the continued movement of Earth's crust or tectonic plates including
continental drift, earthquakes, and volcanic activity.
-
Describe the components
of Earth's physical systems--the atmosphere, lithosphere, hydrosphere, and biosphere.
-
Define a local
ecosystem and explain how its components are interrelated.
-
Describe cycles
of succession in a variety of ecosystems (for example, forest, lake, grassland).
-
Describe the characteristics
of various biomes (for example, tropical rain forest, major desert), and discuss
the groups of plants and animals associated with these large-scale ecosystems.
Proficiency
Standards
By the end of grade ten students will be able to: -
Describe how physical
characteristics, including climate, soil, ocean currents, and salinity, affect
the number, kind, and distribution of plants and animals in an ecosystem.
-
Evaluate the relationship
between the carrying capacity of different ecosystems and optimal land use patterns.
-
Identify the locations
of the world's known fossil fuel reserves and describe the processes that produced
these fuels.
-
Discuss interactions
among the atmosphere, lithosphere, hydrosphere, and biosphere.
Curriculum Standard 13
Students will demonstrate an understanding of the impact of human systems on
Earth's surface including the characteristics, distribution, and migration of
human populations; the nature and complexity of patterns of cultural diffusion;
patterns and networks of economic interdependence; processes, patterns, and
functions of human settlement; and the forces of cooperation and conflict that
shape human geographic divisions.
Proficiency Standards
By the end of grade six students will be able to: -
Describe Earth's
human systems including the urban, agricultural, political, economic, communication,
and transportation systems.
-
Discuss the relationship
between physical features and the location of human systems including the distribution
of population in coastal areas, river valleys, and mountain ranges.
Proficiency
Standards
By the end of grade ten students will be able to: -
Analyze the locations of and interconnections among Earth's human systems.
-
Discuss the population
characteristics of a country or region including such demographic factors as
birth and death rates, population growth rate, doubling time, and life expectancy.
-
Examine and discuss
the interrelationships between and among settlement, migration, and population-distribution
patterns and landforms, climates, and patterns of vegetation.
-
Evaluate, take,
and defend positions concerning the ways changing population patterns can influence
the environment and society.
Curriculum Standard 14
Students will demonstrate an understanding of the connections between Earth's
physical and human systems; the consequences of the interaction between human
and physical systems; and changes in the meaning, use, distribution, and importance
of resources.
Proficiency Standards
By the end of grade six students will be able to:
- Identify and discuss ways people depend upon, use, and alter the physical
environment.
-
Identify and discuss
the relationship between habitat and the increase, decrease, or stability of
populations of species of plants and animals.
-
Identify features
of the physical environment in their community and region that first attracted
settlers and have supported subsequent development.
-
Evaluate the effects
of weather and climate on agricultural activities, types of housing, fuel consumption,
and other activities in their community and state.
-
Explain how natural
hazards and disasters affect the way people live and discuss what types of natural
disasters may occur in their community, region, state, nation, and the world.
-
Explain what a
resource is, describe the characteristics of resources, and discuss the use
of renewable and non-renewable resources in various parts of the world.
-
Identify and discuss,
using historical and contemporary examples, connections between the location
of human systems and natural resources.
Proficiency Standards
By the end of grade ten students will be able to: - Analyze patterns of land use in terms of physical and human geographic
features; distances to raw materials; proximity to population centers; and absence
of physical barriers.
-
Identify and evaluate
the significance of the major forces of technology that have been used to modify
physical systems in the past and in the present including fire; animals; the
plow; explosives; steam power; diesel machinery; and electricity.
-
Compare the ability
of various ecosystems to absorb the impacts of human activities.
-
Discuss how settlement
patterns and other land use decisions reflect the perceptions of people both
in the past and in the present.
-
Analyze the relationship
between resources and the exploration, colonization, and settlement of different
areas of the world.
-
Identify the location
of major resources in the world today and analyze the impact of resource distribution
patterns on world trade, standards of living, and international relations.
-
Discuss how changes
in a physical or human system can have regional and worldwide implications (for
example, the effect of a volcanic eruption on the world's climate).
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