{"id":165,"date":"2019-06-28T19:29:24","date_gmt":"2019-06-28T19:29:24","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/history-of-the-earth\/"},"modified":"2023-03-24T15:03:19","modified_gmt":"2023-03-24T15:03:19","slug":"history-of-the-earth","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/history-of-the-earth\/","title":{"raw":"History of Earth","rendered":"History of Earth"},"content":{"raw":"<strong>Geologic Time<\/strong>\n\nEarth was formed about 4.65 billion years ago. Scientists use the geologic time scale to describe events that have happened throughout Earth's history.\n\n[caption id=\"attachment_163\" align=\"aligncenter\" width=\"1024\"]<img class=\"wp-image-157 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2019\/06\/Geologic_Clock_with_events_and_periods.svg_-1024x982.png\" alt=\"\" width=\"1024\" height=\"982\"> In this image, <em>Ma<\/em> is an abbreviation for millions of years and <em>Ga<\/em> is an abbreviation for billions of years. \u00a0\"<a href=\"https:\/\/en.wikipedia.org\/wiki\/History_of_Earth#\/media\/File:Geologic_Clock_with_events_and_periods.svg\">Geologic Clock<\/a>\" by <a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Woudloper\">Woudlouper<\/a> is public domain[\/caption]\n\nIf the entirety of Earth's history was represented on a clock, humans would appear at 11:59:40 PM.\n\n[caption id=\"attachment_163\" align=\"aligncenter\" width=\"798\"]<img class=\"wp-image-158 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/stopwatch-e1563929143727.png\" alt=\"\" width=\"798\" height=\"1024\"> \"<a href=\"https:\/\/www.ck12.org\/book\/Biology\/r1\/section\/9.1\/\">History of Earth in a Day<\/a>\" by <a href=\"https:\/\/www.ck12.org\/student\/\">CK-12<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/3.0\/\">CC BY-NC 3.0<\/a>[\/caption]\n\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Origins of Life on Earth: Bacteria,\u00a0Plants, and Animals<\/strong><\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n \t<li>4.65 billion years ago: Earth is formed<\/li>\n \t<li>4 billion years ago: The first life on Earth was simple, prokaryotic bacteria.<\/li>\n \t<li>600 million years ago: Aquatic plants and animals evolved. It is likely that life originated in water because it offered early organisms more temperature stability compared to land, currents provided early movement, and they didn't have to fight gravity.<\/li>\n \t<li>500 million years ago: Huge period of evolution and diversification of life known as the Cambrian Period.<\/li>\n \t<li>400 million years ago: Terrestrial plants and animals evolved.<\/li>\n \t<li>65-250 million years ago: Dinosaurs lived during the Mesozoic Era.<\/li>\n \t<li>200,00-300,000 years ago: Homo sapiens, early ancestors of humans, evolved.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<strong>Snowball Earth<\/strong>\n\nAt least three times in Earth\u2019s history, the planet was engulfed almost entirely in ice--an event called [pb_glossary id=\"293\"]Snowball Earth[\/pb_glossary]. These events happened between 580 and 750 million years ago. Evidence for Snowball Earth comes from sedimentary rocks. In a normal ice age, the types of rock deposited by glaciers would be found mostly near Earth's poles. However, geologists found glacial rocks of similar ages around the world, at both the poles and equatorial regions. This led to the Snowball Earth theory.\n\n[caption id=\"attachment_163\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-159 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/oosnowballearth_long.jpg__1240x510_q85_crop_subsampling-2-300x144.jpg\" alt=\"\" width=\"300\" height=\"144\"> \u201c<a href=\"https:\/\/astrobiology.nasa.gov\/news\/fossils-explain-how-life-coped-during-snowball-earth\/\">Snowball Earth<\/a>\u201d by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a> is public domain.[\/caption]\n\nSnowball Earth was caused by a chain of events called a [pb_glossary id=\"291\"]positive feedback loop[\/pb_glossary]. Ice has a high [pb_glossary id=\"292\"]albedo[\/pb_glossary] and is very insulating, so it is not heated up efficiently by sunlight. As ice accumulated on the planet, it increasingly reflected more sunlight and cooled Earth even further. Thus, this created a cycle of ice formation, increased albedo, and cooling of Earth which continued until the entire planet was covered in ice.\n<div class=\"textbox shaded\">\n\n[caption id=\"attachment_160\" align=\"aligncenter\" width=\"300\"]<img class=\"size-medium wp-image-160\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/fig13fdbk-e1563923034862-300x200.png\" alt=\"\" width=\"300\" height=\"200\"> \"<a href=\"https:\/\/www.e-education.psu.edu\/earth103\/node\/668\">Positive Feedback Mechanism<\/a>\" by David Bice\/<a href=\"https:\/\/www.e-education.psu.edu\">Penn State College of Earth and Mineral Sciences<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA 4.0<\/a>[\/caption]\n\n<\/div>\nWhy is Earth not covered in ice now if the positive feedback loop continues forever? The leading theory is that [pb_glossary id=\"275\"]volcanoes[\/pb_glossary] continued erupting during Snowball Earth, emitting high levels of carbon dioxide, which was trapped under the ice. Eventually, the carbon dioxide built up enough to start melting the ice. Ice turned to water, which has a lower [pb_glossary id=\"292\"]albedo[\/pb_glossary] and thus absorbed more of the Sun's energy. This led to a new positive feedback loop that resulted in warming of the planet and the end of Snowball Earth. Additionally, it is believed that bacterial life on Earth survived the harsh conditions during Snowball Earth events by living near the heat sources from volcanoes.\n<div class=\"textbox shaded\">\n\n[caption id=\"attachment_161\" align=\"aligncenter\" width=\"300\"]<img class=\"size-medium wp-image-161\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/fig13fdbk-1-e1563925867864-300x213.png\" alt=\"\" width=\"300\" height=\"213\"> \"<a href=\"https:\/\/www.e-education.psu.edu\/earth103\/node\/668\">Positive Feedback Mechanism<\/a>\" by David Bice\/<a href=\"https:\/\/www.e-education.psu.edu\">Penn State College of Earth and Mineral Sciences<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA 4.0<\/a>[\/caption]\n\n<\/div>\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">K-6 Standards<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\n2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid\nor liquid.\n\n<\/div>\n<\/div>\n&nbsp;\n\n<strong>Pangaea\u00a0<\/strong>\n\nDue to [pb_glossary id=\"295\"]plate tectonics[\/pb_glossary], Earth's land is constantly shifting and changing over time. 250 million years ago, all of Earth's landmass was united in a single supercontinent called [pb_glossary id=\"296\"]Pangaea[\/pb_glossary]. About 200 million years ago, this supercontinent began to break up into pieces as the plates moved away from each other. Smaller landmasses were formed until, eventually, the continents we recognize today were shaped. It is easy to see how certain continents, like South America and Africa, once fit together. Even today, the location of the continents continues to fluctuate. Scientists theorize that a new supercontinent, called Pangaea Proxima, could form 250 million years in the future.\n\n[caption id=\"attachment_163\" align=\"aligncenter\" width=\"623\"]<img class=\"wp-image-162 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Pangaea_to_present.gif\" alt=\"\" width=\"623\" height=\"777\"> \"<a href=\"https:\/\/pubs.usgs.gov\/gip\/dynamic\/historical.html\">Pangaea to Present<\/a>\" by <a href=\"https:\/\/www.usgs.gov\">USGS<\/a>\u00a0is public domain.[\/caption]\n\n<strong>Continental Drift<\/strong>\n\nProposed by scientist Alfred Wegener, the theory of [pb_glossary id=\"294\"]continental drift[\/pb_glossary] was one of the earliest ways to explain why continents moved over time. Wegener noticed that the shape of Earth\u2019s continents, such as South America and Africa, could fit together like a jigsaw puzzle. He also studied fossils from different continents that showed the remains of identical plants and animals spread throughout the world. For example, dinosaurs lived during the Triassic, Jurassic, and Cretaceous periods. As Pangaea broke into different pieces, fossils show that dinosaurs spread to different continents and evolved into different species over time. Based on this evidence, Wegener theorized that all of Earth's continents were originally united in the supercontinent Pangaea. Over time, they drifted apart to their current positions.\n\n[caption id=\"attachment_163\" align=\"aligncenter\" width=\"1024\"]<img class=\"wp-image-163 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Dosr4buWwAAXe7T.jpg-large.jpeg\" alt=\"\" width=\"1024\" height=\"769\"> \"<a href=\"https:\/\/twitter.com\/usgs\/status\/1048199879342747649\">Continental Drift<\/a>\" by <a href=\"https:\/\/www.usgs.gov\">USGS<\/a> is public domain[\/caption]\n\nWhile parts of this theory were correct, Wegener's ideas had some flaws. For example, Wegener was unable to explain how the continents had separated over time. Consequently, this theory was replaced by the [pb_glossary id=\"295\"]plate tectonics[\/pb_glossary] theory which is discussed in the next chapter, \"Earth's Structure: At the Surface and Underground\".\n\n[caption id=\"\" align=\"aligncenter\" width=\"233\"]<img src=\"https:\/\/upload.wikimedia.org\/wikipedia\/commons\/8\/8e\/Pangea_animation_03.gif\" alt=\"File:Pangea animation 03.gif\" width=\"233\" height=\"186\" data-file-width=\"200\" data-file-height=\"160\"> Animation of continental drift \"<a href=\"https:\/\/en.wikipedia.org\/wiki\/Pangaea#\/media\/File:Pangea_animation_03.gif\">Pangaea Animation<\/a>\" by <a href=\"https:\/\/www.usgs.gov\">USGS<\/a> is public domain[\/caption]\n\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nTimeline of Earth's History:\n\n<img class=\"wp-image-164 size-full aligncenter\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Geologic-Time-1.png\" alt=\"\" width=\"10306\" height=\"723\">\n\n<\/div>\n<\/div>\n&nbsp;\n\nNGSS\n\n&nbsp;\n\nPerformance Expectations\n<table>\n<tbody>\n<tr>\n<th>2-ESS1-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Constructing Explanations and Designing Solutions<\/h4><p>Constructing explanations and designing solutions in K\u20132 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. <\/p><ul><li>Make observations from several sources to construct an evidence-based account for natural phenomena.<\/li><\/ul>\">Use information from several sources to provide evidence that<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS1.C:  The History of Planet Earth<\/h4><ul><li>Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe.<\/li><\/ul>\">Earth events<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Stability and Change<\/h4><ul><li>Things may change slowly or rapidly.<\/li><\/ul>\">can occur quickly or slowly.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [<em>Assessment Boundary: Assessment does not include quantitative measurements of timescales.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>2-ESS2-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Developing and Using Models<\/h4><p>Modeling in K\u20132 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, \n\ndiorama, dramatization, or storyboard) that represent concrete events or design solutions.<\/p><ul><li>Develop a model to represent patterns in the natural world.<\/li><\/ul>\">Develop a model to represent\u00a0<\/span><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS2.B:  Plate Tectonics and Large-Scale System Interactions<\/h4><p><\/p><ul><li>Maps show where things are located. One can map the shapes and kinds of \n\nland and water in any area.<\/p>\">the shapes and kinds of land and bodies of water<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Patterns<\/h4><p><\/p><ul><li>Patterns in the natural world can be observed.<\/li><\/ul>\">in an area.<\/span>\u00a0\u00a0<span class=\"red\">[<em>Assessment Boundary: Assessment does not include quantitative scaling in models.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>2-ESS2-3.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Obtaining, Evaluating, and Communicating Information<\/h4><p>Obtaining, evaluating, and communicating information in K\u20132 builds on prior experiences and uses observations \n\nand texts to communicate new information.<\/p><ul><li>Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be \n\nuseful in answering a scientific question.<\/li><\/ul>\">Obtain information to identify<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Patterns<\/h4><p><\/p><ul><li>Patterns in the natural world can be observed.<\/li><\/ul>\">where water is found on Earth<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS2.C:  The Roles of Water in Earth\u2019s Surface Processes<\/h4><p><\/p><ul><li>Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and \n\nin liquid form.<\/p>\">and that it can be solid or liquid.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>4-ESS2-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Analyze and Interpret Data<\/h4><p>Analyzing data in 3\u20135 builds on K\u20132 experiences and progresses to introducing quantitative approaches to collecting \n\ndata and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.<\/p><ul><li>Analyze and interpret data to make sense of \n\nphenomena using logical reasoning. (4-ESS2-2).<\/li><\/ul>\">Analyze and interpret data<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS2.B:  Plate Tectonics and Large-Scale System Interactions<\/h4><p><\/p><ul><li>The locations of mountain ranges, deep ocean \n\ntrenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. \n\nMajor mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.<\/p>\">from maps to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Patterns<\/h4><p><\/p><ul><li>Patterns can be used as evidence to support an explanation.<\/li><\/ul>\">patterns of<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS2.B:  Plate Tectonics and Large-Scale System Interactions<\/h4><p><\/p><ul><li>The locations of mountain ranges, deep ocean \n\ntrenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. \n\nMajor mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.<\/p>\">Earth\u2019s features.<\/span>\u00a0\u00a0<span class=\"red\">[Clarification Statement: Maps can include topographic maps of Earth\u2019s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>5-ESS2-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Developing and Using Models<\/h4><p>Modeling in 3\u20135 builds on K\u20132 experiences and progresses to building and revising simple models and using models <\/p>\n<p>to represent events and design solutions.<\/p><ul><li>Develop a model using an example to describe a scientific principle.<\/li><\/ul>\">Develop a model using an example to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS2.A:  Earth Materials and Systems<\/h4><ul><li>Earth\u2019s major systems are the geosphere (solid and molten rock, soil, and sediments), the <\/p>\n<p>hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth\u2019s surface materials and processes. The <\/p>\n<p>ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of <\/p>\n<p>weather.\">ways the geosphere, biosphere, hydrosphere, and\/or atmosphere<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Systems and System Models<\/h4><ul><li>A system can be described in terms of its components and their interactions. \">interact.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [<em>Assessment Boundary: Assessment is limited to the interactions of two systems at a time.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>5-ESS2-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Using Mathematics and Computational Thinking<\/h4><p>Mathematical and computational thinking in 3\u20135 builds on K\u20132 experiences and progresses to <\/p>\n<p>extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.<ul><li>Describe and graph <\/p>\n<p>quantities such as area and volume to address scientific questions.<\/ul>\">Describe and graph<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Scale, Proportion, and Quantity<\/h4><ul><li>Standard units are used to measure and describe physical quantities such as weight and volume.\">the amounts\u00a0<\/span><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS2.C:  The Roles of Water in Earth\u2019s Surface Processes<\/h4><ul><li>Nearly all of Earth\u2019s available water is in the ocean. Most fresh water is in glaciers or <\/p>\n<p>underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.<\/ul>\">of salt water and fresh water in various reservoirs<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Using Mathematics and Computational Thinking<\/h4><p>Mathematical and computational thinking in 3\u20135 builds on K\u20132 experiences and progresses to <\/p>\n<p>extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.<ul><li>Describe and graph <\/p>\n<p>quantities such as area and volume to address scientific questions.<\/ul>\">to provide evidence about<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS2.C:  The Roles of Water in Earth\u2019s Surface Processes<\/h4><ul><li>Nearly all of Earth\u2019s available water is in the ocean. Most fresh water is in glaciers or <\/p>\n<p>underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.<\/ul>\">the distribution of water on Earth.<\/span>\u00a0<span class=\"red\">[<em>Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS2-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Constructing Explanations and Designing Solutions<\/h4><p>Constructing explanations and designing solutions in 6\u20138 builds on K\u20135 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.<\/p><ul><li>Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students\u2019 own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future.<\/li><\/ul>\">Construct an explanation based on evidence for how<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS2.A:  Earth Materials and Systems<\/h4><ul><li>The planet\u2019s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth\u2019s history and will determine its future.<\/li><\/ul><h4>ESS2.C:  The Roles of Water in Earth\u2019s Surface Processes<\/h4><ul><li>Water\u2019s movements\u2014both on the land and underground\u2014cause weathering and erosion, which change the land\u2019s surface features and create underground formations.<\/li><\/ul>\">geoscience processes have changed Earth's surface<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Scale, Proportion, and Quantity<\/h4><ul><li>Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.<\/li><\/ul>\">at varying time and spatial scales.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Emphasis is on how processes change Earth\u2019s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS2-3.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Analyzing and Interpreting Data<\/h4><p>Analyzing data in 6\u20138 builds on K\u20135 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.<\/p><ul><li>Analyze and interpret data to provide evidence for phenomena.<\/li><\/ul>\">Analyze and interpret data<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Patterns<\/h4><ul><li>Patterns in rates of change and other numerical relationships can provide information about natural systems.<\/li><\/ul>\">on the distribution<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS2.B:  Plate Tectonics and Large-Scale System Interactions<\/h4><ul><li>Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth\u2019s plates have moved great distances, collided, and spread apart.<\/li><\/ul>\">of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] \u00a0[<em>Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nDCI\n\nSecond grade\n\n&nbsp;\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=177\">ESS1.C: The History of Planet Earth<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=177\">Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe. (2-ESS1- 1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=182\">ESS2.B: Plate Tectonics and Large-Scale System Interactions<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=182\">Maps show where things are located. One can map the shapes and kinds of land and water in any area. (2-ESS2-2)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">ESS2.C: The Roles of Water in Earth\u2019s Surface Processes<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS2-3)<\/a><\/li>\n<\/ul>\n&nbsp;\n\nFifth Grade\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">ESS2.A: Earth Materials and Systems<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">Earth\u2019s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth\u2019s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">ESS2.C: The Roles of Water in Earth\u2019s Surface Processes<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">Nearly all of Earth\u2019s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)<\/a><\/li>\n<\/ul>\nMiddle School\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">ESS2.A: Earth\u2019s Materials and Systems<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">The planet\u2019s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth\u2019s history and will determine its future. (MS-ESS2-2)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=182\">ESS2.B: PLate Tectonics and Large-Scale System Interactions<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=182\">Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth\u2019s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">ESS2.C: The Roles of Water in Earth's Surface Processes<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">Water\u2019s movements\u2014both on the land and underground\u2014cause weathering and erosion, which change the land\u2019s surface features and create underground formations. (MS-ESS2-2)<\/a><\/li>\n<\/ul>\n&nbsp;\n\nCrosscutting Concepts\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns in the natural world can be observed. (2-ESS2-2),(2-ESS2-3)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=98\">Stability and Change<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=98\">Things may change slowly or rapidly. (2-ESS2-1)<\/a><\/li>\n<\/ul>\n&nbsp;\n\nfifth grade\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Scale, Proportion, and Quantity<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Standard units are used to measure and describe physical quantities such as weight and volume. (5-ESS2-2)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=56\">Systems and System Models<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=56\">A system can be described in terms of its components and their interactions. (5-ESS2-1),(5-ESS3-1)<\/a><\/li>\n<\/ul>\n&nbsp;\n\nmiddle school\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns in rates of change and other numerical relationships can provide information about natural systems. (MS-ESS2-3)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Scale Proportion and Quantity<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=87\">Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-4),(MS-ESS2-2)<\/a><\/li>\n<\/ul>\n&nbsp;\n\n&nbsp;\n\n&nbsp;","rendered":"<p><strong>Geologic Time<\/strong><\/p>\n<p>Earth was formed about 4.65 billion years ago. Scientists use the geologic time scale to describe events that have happened throughout Earth&#8217;s history.<\/p>\n<figure id=\"attachment_163\" aria-describedby=\"caption-attachment-163\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-157 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2019\/06\/Geologic_Clock_with_events_and_periods.svg_-1024x982.png\" alt=\"\" width=\"1024\" height=\"982\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/06\/Geologic_Clock_with_events_and_periods.svg_-1024x982.png 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/06\/Geologic_Clock_with_events_and_periods.svg_-300x288.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/06\/Geologic_Clock_with_events_and_periods.svg_-768x736.png 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/06\/Geologic_Clock_with_events_and_periods.svg_-65x62.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/06\/Geologic_Clock_with_events_and_periods.svg_-225x216.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/06\/Geologic_Clock_with_events_and_periods.svg_-350x336.png 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/06\/Geologic_Clock_with_events_and_periods.svg_.png 1280w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-163\" class=\"wp-caption-text\">In this image, <em>Ma<\/em> is an abbreviation for millions of years and <em>Ga<\/em> is an abbreviation for billions of years. \u00a0&#8220;<a href=\"https:\/\/en.wikipedia.org\/wiki\/History_of_Earth#\/media\/File:Geologic_Clock_with_events_and_periods.svg\">Geologic Clock<\/a>&#8221; by <a href=\"https:\/\/commons.wikimedia.org\/wiki\/User:Woudloper\">Woudlouper<\/a> is public domain<\/figcaption><\/figure>\n<p>If the entirety of Earth&#8217;s history was represented on a clock, humans would appear at 11:59:40 PM.<\/p>\n<figure id=\"attachment_163\" aria-describedby=\"caption-attachment-163\" style=\"width: 798px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-158 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/stopwatch-e1563929143727.png\" alt=\"\" width=\"798\" height=\"1024\" \/><figcaption id=\"caption-attachment-163\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.ck12.org\/book\/Biology\/r1\/section\/9.1\/\">History of Earth in a Day<\/a>&#8221; by <a href=\"https:\/\/www.ck12.org\/student\/\">CK-12<\/a> is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/3.0\/\">CC BY-NC 3.0<\/a><\/figcaption><\/figure>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Origins of Life on Earth: Bacteria,\u00a0Plants, and Animals<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>4.65 billion years ago: Earth is formed<\/li>\n<li>4 billion years ago: The first life on Earth was simple, prokaryotic bacteria.<\/li>\n<li>600 million years ago: Aquatic plants and animals evolved. It is likely that life originated in water because it offered early organisms more temperature stability compared to land, currents provided early movement, and they didn&#8217;t have to fight gravity.<\/li>\n<li>500 million years ago: Huge period of evolution and diversification of life known as the Cambrian Period.<\/li>\n<li>400 million years ago: Terrestrial plants and animals evolved.<\/li>\n<li>65-250 million years ago: Dinosaurs lived during the Mesozoic Era.<\/li>\n<li>200,00-300,000 years ago: Homo sapiens, early ancestors of humans, evolved.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p><strong>Snowball Earth<\/strong><\/p>\n<p>At least three times in Earth\u2019s history, the planet was engulfed almost entirely in ice&#8211;an event called <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_165_293\">Snowball Earth<\/a>. These events happened between 580 and 750 million years ago. Evidence for Snowball Earth comes from sedimentary rocks. In a normal ice age, the types of rock deposited by glaciers would be found mostly near Earth&#8217;s poles. However, geologists found glacial rocks of similar ages around the world, at both the poles and equatorial regions. This led to the Snowball Earth theory.<\/p>\n<figure id=\"attachment_163\" aria-describedby=\"caption-attachment-163\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-159 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/oosnowballearth_long.jpg__1240x510_q85_crop_subsampling-2-300x144.jpg\" alt=\"\" width=\"300\" height=\"144\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/oosnowballearth_long.jpg__1240x510_q85_crop_subsampling-2-300x144.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/oosnowballearth_long.jpg__1240x510_q85_crop_subsampling-2-768x370.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/oosnowballearth_long.jpg__1240x510_q85_crop_subsampling-2-65x31.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/oosnowballearth_long.jpg__1240x510_q85_crop_subsampling-2-225x108.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/oosnowballearth_long.jpg__1240x510_q85_crop_subsampling-2-350x169.jpg 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/oosnowballearth_long.jpg__1240x510_q85_crop_subsampling-2.jpg 897w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-163\" class=\"wp-caption-text\">\u201c<a href=\"https:\/\/astrobiology.nasa.gov\/news\/fossils-explain-how-life-coped-during-snowball-earth\/\">Snowball Earth<\/a>\u201d by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a> is public domain.<\/figcaption><\/figure>\n<p>Snowball Earth was caused by a chain of events called a <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_165_291\">positive feedback loop<\/a>. Ice has a high <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_165_292\">albedo<\/a> and is very insulating, so it is not heated up efficiently by sunlight. As ice accumulated on the planet, it increasingly reflected more sunlight and cooled Earth even further. Thus, this created a cycle of ice formation, increased albedo, and cooling of Earth which continued until the entire planet was covered in ice.<\/p>\n<div class=\"textbox shaded\">\n<figure id=\"attachment_160\" aria-describedby=\"caption-attachment-160\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-160\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/fig13fdbk-e1563923034862-300x200.png\" alt=\"\" width=\"300\" height=\"200\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-e1563923034862-300x200.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-e1563923034862-65x43.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-e1563923034862-225x150.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-e1563923034862.png 325w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-160\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.e-education.psu.edu\/earth103\/node\/668\">Positive Feedback Mechanism<\/a>&#8221; by David Bice\/<a href=\"https:\/\/www.e-education.psu.edu\">Penn State College of Earth and Mineral Sciences<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA 4.0<\/a><\/figcaption><\/figure>\n<\/div>\n<p>Why is Earth not covered in ice now if the positive feedback loop continues forever? The leading theory is that <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_165_275\">volcanoes<\/a> continued erupting during Snowball Earth, emitting high levels of carbon dioxide, which was trapped under the ice. Eventually, the carbon dioxide built up enough to start melting the ice. Ice turned to water, which has a lower <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_165_292\">albedo<\/a> and thus absorbed more of the Sun&#8217;s energy. This led to a new positive feedback loop that resulted in warming of the planet and the end of Snowball Earth. Additionally, it is believed that bacterial life on Earth survived the harsh conditions during Snowball Earth events by living near the heat sources from volcanoes.<\/p>\n<div class=\"textbox shaded\">\n<figure id=\"attachment_161\" aria-describedby=\"caption-attachment-161\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-161\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/fig13fdbk-1-e1563925867864-300x213.png\" alt=\"\" width=\"300\" height=\"213\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-1-e1563925867864-300x213.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-1-e1563925867864-65x46.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-1-e1563925867864-225x160.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/fig13fdbk-1-e1563925867864.png 320w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-161\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.e-education.psu.edu\/earth103\/node\/668\">Positive Feedback Mechanism<\/a>&#8221; by David Bice\/<a href=\"https:\/\/www.e-education.psu.edu\">Penn State College of Earth and Mineral Sciences<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA 4.0<\/a><\/figcaption><\/figure>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">K-6 Standards<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid<br \/>\nor liquid.<\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p><strong>Pangaea\u00a0<\/strong><\/p>\n<p>Due to <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_165_295\">plate tectonics<\/a>, Earth&#8217;s land is constantly shifting and changing over time. 250 million years ago, all of Earth&#8217;s landmass was united in a single supercontinent called <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_165_296\">Pangaea<\/a>. About 200 million years ago, this supercontinent began to break up into pieces as the plates moved away from each other. Smaller landmasses were formed until, eventually, the continents we recognize today were shaped. It is easy to see how certain continents, like South America and Africa, once fit together. Even today, the location of the continents continues to fluctuate. Scientists theorize that a new supercontinent, called Pangaea Proxima, could form 250 million years in the future.<\/p>\n<figure id=\"attachment_163\" aria-describedby=\"caption-attachment-163\" style=\"width: 623px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-162 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Pangaea_to_present.gif\" alt=\"\" width=\"623\" height=\"777\" \/><figcaption id=\"caption-attachment-163\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/pubs.usgs.gov\/gip\/dynamic\/historical.html\">Pangaea to Present<\/a>&#8221; by <a href=\"https:\/\/www.usgs.gov\">USGS<\/a>\u00a0is public domain.<\/figcaption><\/figure>\n<p><strong>Continental Drift<\/strong><\/p>\n<p>Proposed by scientist Alfred Wegener, the theory of <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_165_294\">continental drift<\/a> was one of the earliest ways to explain why continents moved over time. Wegener noticed that the shape of Earth\u2019s continents, such as South America and Africa, could fit together like a jigsaw puzzle. He also studied fossils from different continents that showed the remains of identical plants and animals spread throughout the world. For example, dinosaurs lived during the Triassic, Jurassic, and Cretaceous periods. As Pangaea broke into different pieces, fossils show that dinosaurs spread to different continents and evolved into different species over time. Based on this evidence, Wegener theorized that all of Earth&#8217;s continents were originally united in the supercontinent Pangaea. Over time, they drifted apart to their current positions.<\/p>\n<figure id=\"attachment_163\" aria-describedby=\"caption-attachment-163\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-163 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Dosr4buWwAAXe7T.jpg-large.jpeg\" alt=\"\" width=\"1024\" height=\"769\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Dosr4buWwAAXe7T.jpg-large.jpeg 1032w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Dosr4buWwAAXe7T.jpg-large-300x225.jpeg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Dosr4buWwAAXe7T.jpg-large-1024x769.jpeg 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Dosr4buWwAAXe7T.jpg-large-768x577.jpeg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Dosr4buWwAAXe7T.jpg-large-65x49.jpeg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Dosr4buWwAAXe7T.jpg-large-225x169.jpeg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Dosr4buWwAAXe7T.jpg-large-350x263.jpeg 350w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-163\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/twitter.com\/usgs\/status\/1048199879342747649\">Continental Drift<\/a>&#8221; by <a href=\"https:\/\/www.usgs.gov\">USGS<\/a> is public domain<\/figcaption><\/figure>\n<p>While parts of this theory were correct, Wegener&#8217;s ideas had some flaws. For example, Wegener was unable to explain how the continents had separated over time. Consequently, this theory was replaced by the <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_165_295\">plate tectonics<\/a> theory which is discussed in the next chapter, &#8220;Earth&#8217;s Structure: At the Surface and Underground&#8221;.<\/p>\n<figure style=\"width: 233px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/upload.wikimedia.org\/wikipedia\/commons\/8\/8e\/Pangea_animation_03.gif\" alt=\"File:Pangea animation 03.gif\" width=\"233\" height=\"186\" data-file-width=\"200\" data-file-height=\"160\" \/><figcaption class=\"wp-caption-text\">Animation of continental drift &#8220;<a href=\"https:\/\/en.wikipedia.org\/wiki\/Pangaea#\/media\/File:Pangea_animation_03.gif\">Pangaea Animation<\/a>&#8221; by <a href=\"https:\/\/www.usgs.gov\">USGS<\/a> is public domain<\/figcaption><\/figure>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Timeline of Earth&#8217;s History:<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-164 size-full aligncenter\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Geologic-Time-1.png\" alt=\"\" width=\"10306\" height=\"723\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Geologic-Time-1.png 10306w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Geologic-Time-1-300x21.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Geologic-Time-1-1024x72.png 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Geologic-Time-1-768x54.png 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Geologic-Time-1-1536x108.png 1536w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Geologic-Time-1-2048x144.png 2048w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Geologic-Time-1-65x5.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Geologic-Time-1-225x16.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Geologic-Time-1-350x25.png 350w\" sizes=\"auto, (max-width: 10306px) 100vw, 10306px\" \/><\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>NGSS<\/p>\n<p>&nbsp;<\/p>\n<p>Performance Expectations<\/p>\n<table>\n<tbody>\n<tr>\n<th>2-ESS1-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in K\u20132 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. Make observations from several sources to construct an evidence-based account for natural phenomena.&#8220;&gt;Use information from several sources to provide evidence that<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS1.C:  The History of Planet EarthSome events happen very quickly; others occur very slowly, over a time period much longer than one can observe.&#8220;&gt;Earth events<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Stability and ChangeThings may change slowly or rapidly.&#8220;&gt;can occur quickly or slowly.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [<em>Assessment Boundary: Assessment does not include quantitative measurements of timescales.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>2-ESS2-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Developing and Using ModelsModeling in K\u20132 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, <\/p>\n<p>diorama, dramatization, or storyboard) that represent concrete events or design solutions.Develop a model to represent patterns in the natural world.&#8220;&gt;Develop a model to represent\u00a0<\/span><span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS2.B:  Plate Tectonics and Large-Scale System InteractionsMaps show where things are located. One can map the shapes and kinds of <\/p>\n<p>land and water in any area.&#8220;&gt;the shapes and kinds of land and bodies of water<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">PatternsPatterns in the natural world can be observed.&#8220;&gt;in an area.<\/span>\u00a0\u00a0<span class=\"red\">[<em>Assessment Boundary: Assessment does not include quantitative scaling in models.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>2-ESS2-3.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in K\u20132 builds on prior experiences and uses observations <\/p>\n<p>and texts to communicate new information.Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be <\/p>\n<p>useful in answering a scientific question.&#8220;&gt;Obtain information to identify<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">PatternsPatterns in the natural world can be observed.&#8220;&gt;where water is found on Earth<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS2.C:  The Roles of Water in Earth\u2019s Surface ProcessesWater is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and <\/p>\n<p>in liquid form.&#8220;&gt;and that it can be solid or liquid.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>4-ESS2-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Analyze and Interpret DataAnalyzing data in 3\u20135 builds on K\u20132 experiences and progresses to introducing quantitative approaches to collecting <\/p>\n<p>data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.Analyze and interpret data to make sense of <\/p>\n<p>phenomena using logical reasoning. (4-ESS2-2).&#8220;&gt;Analyze and interpret data<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS2.B:  Plate Tectonics and Large-Scale System InteractionsThe locations of mountain ranges, deep ocean <\/p>\n<p>trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. <\/p>\n<p>Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.&#8220;&gt;from maps to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">PatternsPatterns can be used as evidence to support an explanation.&#8220;&gt;patterns of<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS2.B:  Plate Tectonics and Large-Scale System InteractionsThe locations of mountain ranges, deep ocean <\/p>\n<p>trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. <\/p>\n<p>Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.&#8220;&gt;Earth\u2019s features.<\/span>\u00a0\u00a0<span class=\"red\">[Clarification Statement: Maps can include topographic maps of Earth\u2019s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>5-ESS2-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Developing and Using ModelsModeling in 3\u20135 builds on K\u20132 experiences and progresses to building and revising simple models and using models<br \/>\nto represent events and design solutions.Develop a model using an example to describe a scientific principle.&#8220;&gt;Develop a model using an example to describe<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS2.A:  Earth Materials and SystemsEarth\u2019s major systems are the geosphere (solid and molten rock, soil, and sediments), the<br \/>\nhydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth\u2019s surface materials and processes. The<br \/>\nocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of<br \/>\nweather.&#8221;&gt;ways the geosphere, biosphere, hydrosphere, and\/or atmosphere<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Systems and System ModelsA system can be described in terms of its components and their interactions. &#8220;&gt;interact.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [<em>Assessment Boundary: Assessment is limited to the interactions of two systems at a time.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>5-ESS2-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Using Mathematics and Computational ThinkingMathematical and computational thinking in 3\u20135 builds on K\u20132 experiences and progresses to<br \/>\nextending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.Describe and graph<br \/>\nquantities such as area and volume to address scientific questions.&#8220;&gt;Describe and graph<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Scale, Proportion, and QuantityStandard units are used to measure and describe physical quantities such as weight and volume.&#8221;&gt;the amounts\u00a0<\/span><span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS2.C:  The Roles of Water in Earth\u2019s Surface ProcessesNearly all of Earth\u2019s available water is in the ocean. Most fresh water is in glaciers or<br \/>\nunderground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.&#8220;&gt;of salt water and fresh water in various reservoirs<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Using Mathematics and Computational ThinkingMathematical and computational thinking in 3\u20135 builds on K\u20132 experiences and progresses to<br \/>\nextending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.Describe and graph<br \/>\nquantities such as area and volume to address scientific questions.&#8220;&gt;to provide evidence about<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS2.C:  The Roles of Water in Earth\u2019s Surface ProcessesNearly all of Earth\u2019s available water is in the ocean. Most fresh water is in glaciers or<br \/>\nunderground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.&#8220;&gt;the distribution of water on Earth.<\/span>\u00a0<span class=\"red\">[<em>Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS2-2.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in 6\u20138 builds on K\u20135 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students\u2019 own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future.&#8220;&gt;Construct an explanation based on evidence for how<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS2.A:  Earth Materials and SystemsThe planet\u2019s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth\u2019s history and will determine its future.ESS2.C:  The Roles of Water in Earth\u2019s Surface ProcessesWater\u2019s movements\u2014both on the land and underground\u2014cause weathering and erosion, which change the land\u2019s surface features and create underground formations.&#8220;&gt;geoscience processes have changed Earth&#8217;s surface<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.&#8220;&gt;at varying time and spatial scales.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Emphasis is on how processes change Earth\u2019s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS2-3.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Analyzing and Interpreting DataAnalyzing data in 6\u20138 builds on K\u20135 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.Analyze and interpret data to provide evidence for phenomena.&#8220;&gt;Analyze and interpret data<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">PatternsPatterns in rates of change and other numerical relationships can provide information about natural systems.&#8220;&gt;on the distribution<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS2.B:  Plate Tectonics and Large-Scale System InteractionsMaps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth\u2019s plates have moved great distances, collided, and spread apart.&#8220;&gt;of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] \u00a0[<em>Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.<\/em>]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>DCI<\/p>\n<p>Second grade<\/p>\n<p>&nbsp;<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=177\">ESS1.C: The History of Planet Earth<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=177\">Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe. (2-ESS1- 1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=182\">ESS2.B: Plate Tectonics and Large-Scale System Interactions<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=182\">Maps show where things are located. One can map the shapes and kinds of land and water in any area. (2-ESS2-2)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">ESS2.C: The Roles of Water in Earth\u2019s Surface Processes<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS2-3)<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Fifth Grade<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">ESS2.A: Earth Materials and Systems<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">Earth\u2019s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth\u2019s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">ESS2.C: The Roles of Water in Earth\u2019s Surface Processes<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">Nearly all of Earth\u2019s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)<\/a><\/li>\n<\/ul>\n<p>Middle School<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">ESS2.A: Earth\u2019s Materials and Systems<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=179\">The planet\u2019s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth\u2019s history and will determine its future. (MS-ESS2-2)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=182\">ESS2.B: PLate Tectonics and Large-Scale System Interactions<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=182\">Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth\u2019s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">ESS2.C: The Roles of Water in Earth&#8217;s Surface Processes<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=184\">Water\u2019s movements\u2014both on the land and underground\u2014cause weathering and erosion, which change the land\u2019s surface features and create underground formations. (MS-ESS2-2)<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Crosscutting Concepts<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns in the natural world can be observed. (2-ESS2-2),(2-ESS2-3)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=98\">Stability and Change<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=98\">Things may change slowly or rapidly. (2-ESS2-1)<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>fifth grade<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Scale, Proportion, and Quantity<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Standard units are used to measure and describe physical quantities such as weight and volume. (5-ESS2-2)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=56\">Systems and System Models<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=56\">A system can be described in terms of its components and their interactions. (5-ESS2-1),(5-ESS3-1)<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>middle school<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=85\">Patterns in rates of change and other numerical relationships can provide information about natural systems. (MS-ESS2-3)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=89\">Scale Proportion and Quantity<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=87\">Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-4),(MS-ESS2-2)<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_165_293\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_165_293\"><div tabindex=\"-1\"><p>A period of extreme glaciation where a positive feedback loop led to Earth being covered almost entirely by ice.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_165_291\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_165_291\"><div tabindex=\"-1\"><p>A process where one change triggers the next in a continuous cycle that encourages the initial change.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_165_292\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_165_292\"><div tabindex=\"-1\"><p>The amount of energy reflected by a surface. Light surfaces tend to have a high albedo because they reflect more energy. Dark surfaces tend to have a low albedo because they absorb more energy.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_165_275\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_165_275\"><div tabindex=\"-1\"><p>A vent that allows magma, rock fragments, ash, and gases to escape to the surface of a planet or moon.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_165_295\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_165_295\"><div tabindex=\"-1\"><p>Theory that Earth's crust is divided into many pieces, called tectonic plates, which move over time due to convection currents in the mantle.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_165_296\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_165_296\"><div tabindex=\"-1\"><p>A supercontinent made of all of Earth's landmass that existed 200-250 million years ago.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_165_294\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_165_294\"><div tabindex=\"-1\"><p>Theory that states that all of Earth's land was originally a united supercontinent that drifted apart over time. This theory was eventually replaced by the theory of plate tectonics.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":11,"menu_order":1,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-165","chapter","type-chapter","status-publish","hentry"],"part":156,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/165","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/165\/revisions"}],"predecessor-version":[{"id":410,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/165\/revisions\/410"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/parts\/156"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/165\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/media?parent=165"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapter-type?post=165"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/contributor?post=165"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/license?post=165"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}