ANDOVER BENCHMARKS Ecology-Earth Science
2003
State Standards
Biology, Grade 9, 2. Structure and Function of Cells
2.7 Provide evidence that the organic compounds
produced by plants are the primary source of energy
and nutrients for most living things.
Andover Benchmarks
1.2 Determine the relationship between living things
and nature’s cycles.
4.1 Demonstrate a knowledge of and application of
the Scientific Method.
4.3 Show competency in the use of scientific
equipment.
State Standards
Biology, Grade 9, 5. Evolution and Biodiversity
5.1 Explain how the fossil record, comparative
anatomy, and other evidence support the theory of
evolution.
Andover Benchmarks
2.1 Evaluate theories that explain the evolution of
the universe, galaxy, solar system, stars, planets,
and life on earth.
3.1 Explore issues related to the impact of science
and technology on the environment and society.
5.2 Illustrate how genetic variation is preserved or
eliminated from a population through Darwinian
natural selection (evolution) resulting in
biodiversity.
4.2 Communicate verbally, orally, and graphically
scientific observations, analyses and interpretations.
1.3 Explore how adaptations of organisms affect the
relationships between living things and their
environments.
2.1 Evaluate theories that explain the evolution of
the universe, galaxy, solar system, stars, planets,
and life on earth.
3.1 Explore issues related to the impact of science
and technology on the environment and society.
5.3 Describe how the taxonomic system classifies
living things into domains (Eubacteria,
Archaeobacteria, and Eukaryotes) and Kingdoms
(Animals, Plants, Fungi, etc.).
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4.2 Communicate verbally, orally, and graphically
scientific observations, analyses and interpretations.
1.1 Determine the relationship between living
things and their environment.
4.2 Communicate verbally, orally, and graphically
scientific observations, analyses and interpretations.
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State Standards
Biology, Grade 9, 6. Ecology
6.1 Explain how biotic and abiotic factors cycle in
an ecosystem (carbon, oxygen, and nitrogen).
Andover Benchmarks
1.2 Determine the relationship between living things
and nature’s cycles.
1.5 Evaluate man’s impact on the environment and
its renewable and non-renewable resources.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
4.1 Demonstrate a knowledge of and application of
the scientific method.
4.2 Communicate verbally, orally and graphically
scientific observations, analyses, and
interpretations.
6.2 Use a food web to identify and distinguish
producers, consumers, and decomposers, and
explain the transfer of energy through trophic levels.
4.3 Show competency in the use of scientific
equipment.
1.1 Determine the relationship between living
things and their environment.
1.2 Determine the relationship between living
things and nature’s cycles.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
6.3 Identify the factors in an ecosystem that
influence the fluctuations in population size.
4.2 Communicate verbally, orally and graphically
scientific observations, analyses, and
interpretations.
1.1 Determine the relationship between living
things and their environment.
1.2 Determine the relationship between living
things and nature’s cycles.
1.3 Explore how adaptations of organisms affect
the relationships between living things and their
environments.
1.4 Evaluate man’s impact on the environment and
its renewable and non-renewable resources.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
6.4 Analyze changes in an ecosystem resulting from
natural causes, changes in climate, human activity,
and/or introduction of non-native species.
4.2 Communicate verbally, orally and graphically
scientific observations, analyses, and
interpretations.
1.1 Determine the relationship between living
things and their environment.
1.2 Determine the relationship between living
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things and nature’s cycles.
1.3 Explore how adaptations of organisms affect
the relationships between living things and their
environments.
1.4 Compare and contrast aquatic, marine, and
terrestrial biomes.
1.5 Evaluate man’s impact on the environment and
its renewable and non-renewable resources.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
4.1 Demonstrate a knowledge of and application of
the scientific method.
6.5 Explain how symbiotic behavior produces
interactions within ecosystems.
4.2 Communicate verbally, orally and graphically
scientific observations, analyses, and
interpretations.
1.1 Determine the relationship between living
things and their environment.
1.2 Determine the relationship between living
things and nature’s cycles.
State Standards
Earth and Space Science, 9, 1. Matter and Energy in
the Earth’s System.
1.1 Identify the earth’s principle sources of internal
and external energy, eg., radioactive decay, gravity,
solar energy.
Andover Benchmarks
2.2 Relate earth movements to daylength, seasons,
tides, solar energy, and climate.
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
2.4 Determine the fate of solar energy on earth as it
effects local and global climate.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
1.4 Describe the nature of the continuous emission
and absorption spectrum that indicates the
composition of stars.
1.5 Explain how the transfer of energy through
radiation, conduction, and convection contributes to
global atmospheric processes, e.g., storms, winds.
4.2 Communicate verbally, orally and graphically
scientific observations, analyses, and
interpretations.
2.1 Evaluate theories that explain the evolution of
the universe, galaxy, stars, planets and life on earth.
4.3 Show competency in the use of scientific
equipment.
2.2 Relate earth movement to daylength, seasons,
tides, solar energy, and climate.
2.4 Determine the fate of solar energy on earth as it
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effects local and global climate.
1.6 Explain how the layers of the atmosphere affect
the dispersal of incoming radiation through
reflection, absorption, and re-radiation.
2.2 Relate earth movement to daylength, seasons,
tides, solar energy, and climate.
2.4 Determine the fate of solar energy on earth as it
effects local and global climate.
3.1 Explore issues related to the impact of science
and technology on the environment and society.
1.7 Provide examples of how the unequal heating of
the earth and the Coriolis effect influence global
circulation patterns, and show their impact on
Massachusetts weather and climate, e.g., convection
cells, trade winds, weasterlies, polar easterlies,
land/sea breezes, mountain/valley breezes.
2.2 Relate earth movement to daylength, seasons,
tides, solar energy, and climate.
2.4 Determine the fate of solar energy on earth as it
effects local and global climate.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
4.2 Communicate verbally, orally and graphically
scientific observations, analyses, and
interpretations.
1.8 Explain how the revolution of the earth and the
inclination of the axis of the earth cause earth’s
seasonal variations (equinoxes and solstices).
1.9 Describe how the inclination of the incoming
solar radiation can impact the amount of energy
received by a given surface area.
2.2 Relate earth movement to daylength, seasons,
tides, solar energy, and climate.
2.2 Relate earth movement to daylength, seasons,
tides, solar energy, and climate.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
1.10 Describe the various conditions associate with
frontal boundaries and cyclonic storms (e.g.,
thunderstorms, winter storms [nor’easters],
hurricanes, and tornadoes) and their impact on
human affairs, including storm preparations.
2.4 Determine the fate of solar energy on earth as it
effects local and global climate.
1.11 Explain the dynamics of oceanic currents,
including upwelling, density, and deep water
currents, the local Labrador current and the Gulf
Stream, and their relationship to global circulation
within the marine environment and climate.
1.12 Describe the effects of longshore currents,
storms, and artificial structure (e.g., jetties,
seawalls) on coastal erosion in Massachusetts.
2.2 Relate earth movement to daylength, seasons,
tides, solar energy, and climate.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
1.13 Explain what causes the tides and how they
affect the coastal environment.
4.2 Communicate verbally, orally, and graphically
scientific observations, analyses and interpretatons.
1.2 Determine the relationship between living things
and nature’s cycles.
2.2 Relate earth movement to daylength, seasons,
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tides, solar energy, and climate.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
1.14 Explain how scientists study the earth system
through the use of a combination of ground-based
observations, satellite observations, and computer
models of the earth’s system, and why it is
necessary to use all of these tools together.
2.2 Relate earth movement to daylength, seasons,
tides, solar energy, and climate.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
4.3 Show competency in the use of scientific
equipment
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State Standards
Earth and Space Science, Grade 9, 2. The Earth’s
Sources of Energy
2.1 Recognize, describe, and differentiate among
renewable (e.g., solar, wind, water, biomass) and
non-renewable (e.g., fossil fuels, nuclear [U-235])
sources of energy.
Andover Benchmarks
1.2 Determine the relationship between living things
and nature’s cycles.
1.6 Evaluate man’s impact on the environment and
its renewable and non-renewable resources
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
2.5 Describe the effects on the environment of using
both renewable and non-renewable sources of
energy.
1.2 Determine the relationship between living things
and nature’s cycles.
1.5 Compare and contrast aquatic, marine, and
terrestrial biomes.
1.6 Evaluate man’s impact on the environment and
its renewable and non-renewable resources
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
2.6 Describe ways in which scientists are addressing
effects on the environment of using both renewable
and non-renewable sources of energy, e.g., creation
of new technologies.
1.2 Determine the relationship between living
things and nature’s cycles.
1.4 Compare and contrast aquatic, marine, and
terrestrial biomes.
1.5 Evaluate man’s impact on the environment and
its renewable and non-renewable resources
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
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State Standards
Earth and Space Science Grade 9, 3. Earth
Processes and Cycles
3.1 Explain that weather is the most significant
source of erosion and how both physical and
chemical weathering lead to the formation of
sediments and soils, affect the shape of rocks, and
create specific landscapes depending on what
weathering process is dominant under a specific
climate.
3.2 Describe how glaciers, gravity, wind,
temperature changes, waves, and rivers cause
weathering and erosion. Give example of how the
effects of these processes can be seen in our local
environment.
Andover Benchmarks
1.4 Compare and contrast aquatic, marine, and
terrestrial biomes.
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
1.4 Compare and contrast aquatic, marine, and
terrestrial biomes.
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
3.3 Explain the nitrogen and carbon cycles and their
roles in the improvement of soils for agriculture.
1.2. Determine the relationship between living
things and nature’s cycles.
1.5. Evaluate man’s impact on the environment and
its renewable and non-renewable resources.
2.3. Compare and contrast constructive and
destructive forces that shape the earth.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
4.1 Demonstrate a knowledge of and application of
the scientific method.
4.2 Communicate verbally, orally and graphically
scientific observations, analyses, and
interpretations.
3.4 Describe the evolution of the atmosphere.
3.5 Describe how the oceans store carbon dioxide as
dissolved HCO3 and CaCO3.
4.3 Show competency in the use of scientific
equipment.
2.1 Evaluate theories that explain the evolution of
the universe, galaxy, solar system, stars, planets,
and life on earth.
2.4 Determine the fate of solar energy on earth as it
effects local and global climate.
1.2. Determine the relationship between living
things and nature’s cycles.
2.1. Evaluate the theories that explain the evolution
of the universe, galaxy, solar system, stars, planets,
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and life on earth.
2.4. Determine the fate of solar energy on earth as it
effects local and global climate.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
3.6 Explain how water flows into and through a
water shed, e.g., aquifers, wells, porosity,
permeability, water table, capillary water, runoff.
1.2 Determine the relationship between living things
and nature’s cycles.
1.5 Evaluate man’s impact on the environment and
its renewable and non-renewable resources.
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
3.7 Compare and contrast the processes of the
hydrologic cycle including evaporation,
condensation, precipitation, surface runoff and
groundwater percolation, infiltration, and
transpiration.
1.2 Determine the relationship between living things
and nature’s cycles.
1.5 Evaluate man’s impact on the environment and
its renewable and non-renewable resources.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
3.8 Describe the rock cycle, and processes that are
responsible for the formation of igneous,
sedimentary, metamorphic rocks. Compare the
physical properties of these rock types.
3.11 Describe the absolute and relative dating
methods used to measure geologic time, e.g., index
fossils, radioactive dating, law of superposition and
crosscutting relationships.
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
2.1 Evaluate the theories that explain the evolution
of the universe, galaxy, solar system, stars, planets,
and life on earth.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
3.12 Describe the evolution of the solid earth in
terms of the major geologic eras.
3.13 Explain how seismic data is used to reveal the
interior structure of the layered earth.
2.1 Evaluate the theories that explain the evolution
of the universe, galaxy, solar system, stars, planets,
and life on earth.
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
3.1 Explore issues related to the impact of science
and technology and the environment and society.
3.14 Explain how seismic data is used to locate an
earthquake epicenter.
4.3 Show competency in the use of scientific
equipment
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
4.3 Show competency in the use of scientific
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3.16 Explain how the magnetic field of the earth is
produced.
3.18 Explain how paleomagnetic patterns, preserved
in rocks, provide evidence of the earth’s magnetic
field over geologic time.
3.19 Trace the development of a lithospheric plate
from its growing margin at a divergent boundary
(mid-ocean ridge) to its destructive margin at a
convergent boundary ( subduction zone). Explain
the relationship between convection currents and the
motion of lithospheric plates.
3.20 Relate earthquakes, volcanic activity, mountain
building, and tectonic uplift to plate movements.
State Standards
Earth and Space Science, Grade 9 4. The Origin and
Evolution of the Universe.
4.1 Explain the “Big Bang” Theory and discuss the
evidence that supports it (background radiation, and
relativistic Doppler effect ~ red shift).
4.3 Use the Hertzsprung-Russell diagram the life
histories of stars.
4.4 Compare and contrast the final three outcomes
of stellar evolution based on mass (black hole,
neutron star, white dwarf).
4.5 Compare and contrast the motion of rotation and
revolution of orbiting bodies, e.g., day, year,
solar/lunar eclipses. Describe the influence of
gravity and inertia on these motions.
4.8 Explain how the sun, earth, and solar system
formed from a nebular of dust and gas in a spiral
arm of the Milky Way galaxy about 4.6 billion years
ago.
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equipment.
2.1 Evaluate the theories that explain the evolution
of the universe, galaxy, solar system, stars, planets,
and life on earth.
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
2.4. Determine the fate of solar energy on earth as it
effects local and global climate.
2.3 Compare and contrast constructive and
destructive forces that shape the earth.
Andover Benchmarks
2.1 Evaluate theories that explain the evolution of
the universe, galaxy, solar system, stars, planets,
and life on earth.
2.1 Evaluate theories that explain the evolution of
the universe, galaxy, solar system, stars, planets,
and life on earth.
2.1 Evaluate theories that explain the evolution of
the universe, galaxy, solar system, stars, planets,
and life on earth.
1.2 Determine the relationship between living things
and nature’s cycles.
2.2 Relate earth movements to daylength, seasons,
eclipses, tides, solar energy, and climate.
2.1 Evaluate theories that explain the evolution of
the universe, galaxy, solar system, stars, planets,
and life on earth.
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