Physical Geology

Other Ohio Science - Extended Learning Standards sets

• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Anatomy & Physiology
• Biology
• Chemistry
• Environmental Science
• Physics

Compare how different environments change the type of igneous rock that is formed.PG.IMS.1.a

Describe the properties of igneous rocks.PG.IMS.1.b

Identify environments in which igneous rocks are formed.PG.IMS.1.c

Look at samples of igneous rock (e.g., granite, basalt), identify differences and recognize that they were formed in different environments.PG.IMS.1.lp.a

Identify that granite makes up much of continental crust and basalt makes up much of our ocean floors.PG.IMS.1.lp.b

View images or videos of volcanoes at various locations (e.g., edges of continents, mid-ocean spreading centers, hotspots).PG.IMS.1.lp.c

Recognize that the cooled lava from volcanoes forms igneous rock (e.g., Hawaii).PG.IMS.1.lp.d

View videos of volcanoes erupting.PG.IMS.1.lp.e

Compare how different environments change the type of metamorphic rock that is formed.PG.IMS.2.a

Describe the properties of metamorphic rocks.PG.IMS.2.b

Identify environments in which metamorphic rocks are formed.PG.IMS.2.c

Look at samples of metamorphic rocks and the rocks they formed from (e.g., slate from shale, marble from limestone), note the differences and similaritiesPG.IMS.2.lp.a

Recognize that heat and pressure cause things to change. (e.g., examine a slice of white bread (crust removed), describe its properties, roll and squish it into a small ball, describe how its properties have changed, relate this to metamorphic rocks changing from other existing rocks (heat and pressure from your hand). PG.IMS.2.lp.b

Compare how different environments change the type of sedimentary rock that is formed.PG.IMS.3.a

Describe the properties of sedimentary rocks.PG.IMS.3.b

Identify environments in which sedimentary rocks are formed.PG.IMS.3.c

Predict what would happen if lots of pressure squeezed the sediments (they would cement together).PG.IMS.3.lp.a

Describe locations where sedimentary rocks can form (e.g., desserts, oceans).PG.IMS.3.lp.b

Build a model of the formation of sedimentary rock (e.g., shake sand and dirt in a jar of water, let it sit and describe what happens (settles to the bottom), relate this to sediments falling to the bottom of an ocean).PG.IMS.3.lp.c

Use data to see how the sea level changes with the tides in a given location.PG.IMS.4.a

Describe how the tides are controlled by the moon. PG.IMS.4.b

Identify a reason for a change in sea level. (e.g., tides, currents, waves, etc.).PG.IMS.4.c

Given a tide table, identify the pattern (amount of time) that occurs between high and low tide and high tide to next high tide.PG.IMS.4.lp.a

Watch videos on ocean currents (e.g., NASA, NOAA, Bill Nye) to look at patterns; understand that ocean currents move materials around the ocean and affect the climate on Earth.PG.IMS.4.lp.b

View time lapse videos of tides in the ocean, recognize that the water level changes due to the tides.PG.IMS.4.lp.c

Recognize that tides are controlled by the gravitational attraction between the moon and Earth. PG.IMS.4.lp.d

Engage by watching convection in a tub of water to observe how temperature differences make water move in currents (heat a tub of water under one side only, sprinkle in pepper and watch the circulation pattern).PG.IMS.4.lp.e

Describe how technology assists in determining the age of rocks (e.g., radiometric dating).PG.EH.1.a

Identify that in a cross-section of rock, the layer on top is the youngest layer and the layer on the bottom is the oldest (assuming no geological process has shifted the layers).PG.EH.1.b

Identify changes across layers (crosssection) of rocks.PG.EH.1.c

Explain that radiometric dating traces radioactive materials in the rock to determine age.  PG.EH.1.lp.a

Recognize that there are a variety of methods to determine the age of rock.PG.EH.1.lp.b

Given a cross section of rock determine the relative age in an undisturbed section.  PG.EH.1.lp.c

Model the formation of rock layers and relate the age of the layers to the Law of Superposition.PG.EH.1.lp.d

Identify the layers that can be seen within a cross section (e.g., highway cut, Grand Canyon).PG.EH.1.lp.e

Engage with a model of a cross section of a highway cut or rock layers.PG.EH.1.lp.f

Analyze which earthquake was larger based on a seismographic report or readout.PG.PT.1.a

Describe how a Richter scale is used as a tool to measure the seismic waves of an earthquake.PG.PT.1.b

Recognize that a Richter scale is a tool used to measure intensity of earthquakes.PG.PT.1.c

Recognize that the “wiggles” on the seismograph represents energy waves traveling through Earth.PG.PT.1.lp.a

Given two seismograms choose the one that represents a stronger earthquake.PG.PT.1.lp.b

Compare seismograms, recognize that large “wiggles” mean more shaking of the ground.PG.PT.1.lp.c

Recognize that the Richter scale uses numbers to describe the strength of earthquakes (larger numbers are 10 times stronger than the number before).PG.PT.1.lp.d

Recognize that earthquakes have different strengths.PG.PT.1.lp.e

Watch video footage of small and large earthquakes. PG.PT.1.lp.f

Complex and advanced learning standards in Ohio’s New Learning Standards are not included in the extended standards.

Complex and advanced learning standards in Ohio’s New Learning Standards are not included in the extended standards. 

Describe how the continents used to be connected in one super continent of Pangaea and have moved due to tectonic forces.PG.PT.4.a

Recognize that the shape of the continents is evidence of plate motion (e.g., they fit together like puzzle pieces).PG.PT.4.b

Identify the crust as the location of the continental plates. PG.PT.4.c

Recognize that plate motion has caused the continents to shift. Use video footage of Hawaii to illustrate this type of activity.PG.PT.4.lp.a

Use cut outs of the modern continents, try to fit them together like a puzzle, understand that the fact they fit is evidence they were once joined.PG.PT.4.lp.b

Review maps of Earth’s continents over the past 300,000 years to identify changes.PG.PT.4.lp.c

Recognize that the surface of Earth has changed.PG.PT.4.lp.d

Identify the name of the previous supercontinent as Pangaea.PG.PT.4.lp.e

Watch a video of a flower blooming or a glacier moving in real time and in fast motion, recognize that sometimes movement is too slow to see.PG.PT.4.lp.f

Identify factors to consider before mining for mineral resources (e.g., cost, pollution, effects on wildlife).PG.ER.1.a

Identify the effect that mining for a mineral resource has on an area.PG.ER.1.b

Recognize that minerals are a resource.PG.ER.1.c

Provide pictures of mining sites and describe the changes to the environment. Describe how those changes impact wildlife.  PG.ER.1.lp.a

Understand that renewable means more can be made is a short period of time.PG.ER.1.lp.b

Understand that nonrenewable means that once it is used there is no way to get more in a reasonable time frame.PG.ER.1.lp.c

Recognize that minerals are a nonrenewable resource.PG.ER.1.lp.d

Recognize that minerals are extracted through mining.PG.ER.1.lp.e

Recognize that minerals are used in our everyday materials.PG.ER.1.lp.f

Observe and manipulate various minerals.PG.ER.1.lp.g

Describe how greenhouse gas effects the atmosphere.PG.ER.2.a

Identify a cause and effect of specific air pollution problem (e.g., smoke from a factory causes haze in the air).PG.ER.2.b

Identify an air contaminant.PG.ER.2.c

Identify greenhouse gases (e.g., carbon dioxide, water vapor) and how they can impact the atmosphere and environment.PG.ER.2.lp.a

Use Google Earth to view a local area to determine what exists in an area and what products are produced and how that impacts an area (e.g., farms, housing developments, industries, nature reserves).PG.ER.2.lp.b

Identify an effect of a primary and secondary contaminant.PG.ER.2.lp.c

Identify sources of air pollution.PG.ER.2.lp.d

Recognize when there is a change in the air (hot, cold, odor, scent, humid).PG.ER.2.lp.e

Engage with the air by taking a deep breath and exhaling.PG.ER.2.lp.f

Describe why it is important to have clean drinking water.PG.ER.3.a

Identify a water contaminant. PG.ER.3.b

Identify a drinking water source.PG.ER.3.c

Sort water sources as potable and nonpotable.PG.ER.3.lp.a

Describe characteristics of potable and nonpotable water or factors that make it potable/non potable.PG.ER.3.lp.b

In your region, identify where your water originates.PG.ER.3.lp.c

Recognize that the water used for drinking has to be processed to be used.PG.ER.3.lp.d

Recognize that some water is potable and some is not.PG.ER.3.lp.e

Identify various sources of water.PG.ER.3.lp.f

Actively participate in a discussion about water that is good for drinking versus water that would not be. PG.ER.3.lp.g

Describe how erosion can change an environment.PG.ER.4.a

Identify a reason for erosion. PG.ER.4.b

Define erosion as the movement of Earth’s materials.PG.ER.4.c

Identify the agents of erosion. PG.ER.4.lp.a

Recognize a landform or area that resulted from erosion.PG.ER.4.lp.b

Examine before and after images of erosion.PG.ER.4.lp.c

Observe erosion (video) in action.PG.ER.4.lp.d

Describe land features that were formed through either erosion or deposition from glaciers.PG.GG.1.a

Identify land features in Ohio that were formed by glaciers.PG.GG.1.b

Identify that glaciers consist mainly of ice.PG.GG.1.c

Use a map to trace the movement of glaciers globally for the last 20 years.PG.GG.1.lp.a

Identify features on a map that are a direct result of glaciation (e.g., the Great Lakes, glacial grooves on Kelleys Island).PG.GG.1.lp.b

Use pictures to identify the different kinds of glaciers (e.g., valley, piedmont, glaciers, cirque, tidewater).PG.GG.1.lp.c

Look at a series of pictures from around Ohio, sort them into glaciated and unglaciated areas.PG.GG.1.lp.d

Actively engage in an activity that demonstrates movement and effects of a glacier. Push a large ice cube across a container of sand, dirt and pebbles, to recognize that ice blocks (glaciers) can move materials. Push down to make the ice cube dig a hole in the sand, relate this to the formation of the Great Lakes.PG.GG.1.lp.e