Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

PERFORMANCE INDICATOR 1.2: Describe current theories about the origin of the universe and solar system.

MAJOR UNDERSTANDING 1.2e: Earth's early atmosphere formed as a result of the outgassing of water vapor, carbon dioxide, nitrogen, and lesser amounts of other gases from its interior.

MAJOR UNDERSTANDING 1.2f: Earth's oceans formed as a result of precipitation over millions of years. The presence of an early ocean is indicated by sedimentary rocks of marine origin, dating back about four billion years.

MAJOR UNDERSTANDING 1.2h: The evolution of life caused dramatic changes in the composition of Earth's atmosphere. Free oxygen did not form in the atmosphere until oxygen-producing organisms evolved.

MAJOR UNDERSTANDING 1.2i: The pattern of evolution of life-forms on Earth is at least partially preserved in the rock record.

• Fossil evidence indicates that a wide variety of life-forms has existed in the past and that most of these forms have become extinct.

• Human existence has been very brief compared to the expanse of geologic time.

MAJOR UNDERSTANDING 1.2j: Geologic history can be reconstructed by observing sequences of rock types and fossils to correlate bedrock at various locations.

• The characteristics of rocks indicate the processes by which they formed and the environments in which these processes took place.

• Fossils preserved in rocks provide information about past environmental conditions.

• Geologists have divided Earth history into time units based upon the fossil record.
  

• Age relationships among bodies of rocks can be determined using principles of original horizontality, superposition, inclusions, cross-cutting relationships, contact metamorphism, and unconformities. The presence of volcanic ash layers, index fossils, and meteoritic debris can provide additional information.
  

• The regular rate of nuclear decay (half-life time period) of radioactive isotopes allows geologists to determine the absolute age of materials found in some rocks.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

PERFORMANCE INDICATOR 2.1: Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth's plates.

MAJOR UNDERSTANDING 2.1m: Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through down-warping of the crust.

MAJOR UNDERSTANDING 2.1v: Patterns of deposition result from a loss of energy within the transporting system and are influenced by the size, shape, and density of the transported particles. Sediment deposits may be sorted or unsorted.

MAJOR UNDERSTANDING 2.1w: Sediments of inorganic and organic origin often accumulate in depositional environments. Sedimentary rocks form when sediments are compacted and/or cemented after burial or as the result of chemical precipitation from seawater.

KEY IDEA 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process

PERFORMANCE INDICATOR 1.2: Hone ideas through reasoning, library research, and discussion with others, including experts

PERFORMANCE INDICATOR 1.3: Work towards reconciling competing explanations; clarify points of agreement and disagreement

PERFORMANCE INDICATOR 1.4: Coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity, and recognize the need for such alternative representations of the natural world.

KEY IDEA 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.

PERFORMANCE INDICATOR 3.1: Use various methods of representing and organizing observations (e.g. diagrams, tables, charts, graphs, equations matrices) and insightfully interpret the organized data

PERFORMANCE INDICATOR 3.3: Assess correspondence between the predicted result contained in the hypothesis and actual result, and reach a conclusion as to whether the explanation on which the prediction was based is supported

Radioactive Decay Data (p.1)

Generalized Bedrock Geology of New York State (p.3)

Scheme for Sedimentary Rock Identification (p.7)

Geologic History of New York State (p.8-9)

Reading: Key Ideas and Details

Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

Reading: Key Ideas and Details

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text. 

Reading: Craft and Structure

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Reading: Craft and Structure

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 

Reading: Craft and Structure

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Reading: Integration of Knowledge and Ideas

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Reading: Integration of Knowledge and Ideas

Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

Reading: Integration of Knowledge and Ideas

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Reading: Range of Reading and Level of Text Complexity

By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently

Writing: Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Writing: Production and Distribution of Writing

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Writing: Research to Build and Present Knowledge

Draw evidence from informational texts to support analysis, reflection, and research.

Writing: Range of Writing

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.