Earth's atmosphere

CONCEPTUAL

Science›Earth's Systems|Ages 10—11|ID: mt_LKagN9GJPX

Develop a model to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact as connected Earth systems

Mastery Evidence

Name the four Earth systems: geosphere (rock/land), hydrosphere (water), atmosphere (air), biosphere (living things)
Describe at least two interactions between different Earth systems with examples
Create or interpret a model showing how a change in one system affects others

Assessment Prompt

“Can [child] explain how rain (atmosphere) falls on mountains (geosphere), flows into rivers (hydrosphere), and provides water for plants and animals (biosphere)?”

Curriculum Standards1 alignment

5-ESS2-1Next Generation Science Standards (NGSS) K-5codes only

Standard code — full text not included in this dataset.

Prerequisites9

Rock layers and Earth's history
hardAges 10—11
Types of rocks
softAges 9—11
The Atmosphere
softAges 9—11
Weather vs climate
hardAges 8—9
Oceans & Climate
softAges 9—11
Where water is found on Earth
hardAges 7—8
Evaporation & the Water Cycle
softAges 8—9
Famous Eruptions & Pangaea
softAges 9—11
Evaporation and condensation
softAges 7—9

Show full prerequisite tree

Rock layers and Earth's history hard
Developing a model of geosphere–biosphere–hydrosphere–atmosphere interactions requires interpreting cross-section diagrams of Earth's interior
- 3-D shapes (age 9+) soft
  Interpreting cross-section diagrams of Earth builds on the skill of identifying 3-D shapes from 2-D representations
  - 2-D shapes (age 7+) hard
    Y3 drawing 2D and making 3D shapes is prerequisite to identifying 3D from 2D representations
    - Edges, vertices, and faces hard
      Making/describing 3-D shapes requires knowing their properties (edges, vertices, faces)
      - 3-D shapes hard
        Describing 3-D properties (edges, vertices, faces) requires knowing the shapes first
      - Nets of 3-D Shapes soft
        Counting edges, vertices, and faces is reinforced by analysing nets where each face is visible as a separate 2-D shape
      - 3-D shapes (age 5+) hard
        Formal property description extends informal analysis of shapes
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
    - 2-D shapes (age 6+) hard
      Drawing 2-D shapes requires knowing their properties
      - Angles in triangles (age 6+) soft
        Understanding defining attributes supports describing shape properties formally
        
        2-D shapes hard
        Distinguishing defining vs non-defining attributes requires knowing common 2-D shape names first
        
        3-D shapes (age 5+) hard
        Identifying defining attributes builds on informal analysis and comparison of shapes
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
      - 2-D shapes hard
        Describing properties of 2-D shapes (sides, symmetry) requires knowing the shapes first
      - 3-D shapes (age 5+) hard
        Formal property description extends informal analysis of sides and vertices
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
    - Nets of 3-D Shapes soft
      Drawing 2-D shapes and making 3-D shapes from materials is supported by being able to sketch and interpret nets
  - Nets of 3-D Shapes hard
    Identifying 3-D shapes from 2-D representations requires understanding the relationship between a net and its solid
Types of rocks soft
Modelling geosphere, biosphere, hydrosphere interactions draws on geological vocabulary
The Atmosphere soft
Atmosphere topic connects to curriculum geosphere/atmosphere interaction
- What Causes Wind hard
  Atmosphere concept builds on knowing air moves (wind) and has properties
  - What Is Wind? hard
    Understanding wind causes requires knowing what wind is
Weather vs climate hard
Must understand climate before modelling atmosphere interactions with other systems
- Weather vs Climate soft
  Weather vs climate parallels curriculum distinguishing weather from climate
  - Seasons & Weather Patterns soft
    Climate as long-term patterns benefits from knowing seasonal patterns
    - Seasonal changes soft
      Seasons/weather patterns parallels curriculum four seasons topic
      - Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
    - Types of Weather soft
      Seasons benefit from weather vocabulary
  - Geography & Local Weather hard
    Climate concept requires knowing that different places have different typical weather
    - Seasons & Weather Patterns hard
      Understanding global weather differences requires knowing seasons
      - Seasonal changes soft
        Seasons/weather patterns parallels curriculum four seasons topic
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
      - Types of Weather soft
        Seasons benefit from weather vocabulary
    - Types of Weather hard
      Comparing world weather requires weather vocabulary
  - Types of Weather hard
    Distinguishing weather from climate requires understanding weather first
- Seasonal changes (age 8+) hard
  Must understand seasonal weather patterns before distinguishing weather from climate across regions
  - Bar graphs soft
    Representing weather data in graphical displays requires the bar chart and time graph skills taught in Math
    - Representing numbers with objects (age 8+) hard
      Scaled bar charts are prerequisite to continuous data and time graphs
      - Pictograms and tally charts hard
        Constructing simple pictograms/tables is prerequisite to scaled versions
        
        Pictograms and tally charts (age 6+) hard
        Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms
        
        Sorting into categories hard
        Constructing pictograms and tally charts requires classifying and counting objects first
        
        Comparing groups: more or fewer soft
        Sorting categories by count benefits from ability to compare quantities
        
        Counting objects to 20 soft
        Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
        
        Counting objects to 20 hard
        Counting objects in each category requires being able to count sets of objects
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
        
        Sorting Data into Categories soft
        Data representation formats (pictograms, tally charts) support organising data
        
        How Many in Total? soft
        Counting data in categories requires understanding cardinality
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Pictograms and tally charts (age 6+) hard
        Organising and representing data requires data, tally, frequency, and category vocabulary
        
        Sorting into categories hard
        Organising data in categories builds on classifying and counting objects in categories
        
        Comparing groups: more or fewer soft
        Sorting categories by count benefits from ability to compare quantities
        
        Counting objects to 20 soft
        Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
        
        Counting objects to 20 hard
        Counting objects in each category requires being able to count sets of objects
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
      - Pictograms and tally charts (age 6+) hard
        Drawing scaled bar charts and pictograms requires axis, scale, label, and frequency vocabulary
      - Picture & Bar Graphs hard
        Single-unit bar graphs are prerequisite to scaled bar graphs
        
        Sorting Data into Categories hard
        Drawing picture/bar graphs extends organising and representing data
        
        How Many in Total? soft
        Counting data in categories requires understanding cardinality
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Pictograms and tally charts (age 6+) hard
        Organising and representing data requires data, tally, frequency, and category vocabulary
        
        Sorting into categories hard
        Organising data in categories builds on classifying and counting objects in categories
        
        Comparing groups: more or fewer soft
        Sorting categories by count benefits from ability to compare quantities
        
        Counting objects to 20 soft
        Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
        
        Counting objects to 20 hard
        Counting objects in each category requires being able to count sets of objects
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
    - Pictograms and tally charts (age 6+) hard
      Distinguishing discrete from continuous data and choosing graphical methods requires these terms
  - Local weather patterns hard
    Must record weather observations before organising data in tables and graphs for seasonal patterns
    - Days, Weeks, Months & Years soft
      Recording local weather conditions over time requires vocabulary for days, weeks, and months
      - Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
    - Seasonal changes hard
      Must observe seasonal changes before recording weather patterns systematically
      - Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
  - Representing numbers with objects (age 8+) soft
    Weather data graphing builds on maths scaled bar chart skills
    - Pictograms and tally charts hard
      Constructing simple pictograms/tables is prerequisite to scaled versions
      - Pictograms and tally charts (age 6+) hard
        Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms
      - Sorting into categories hard
        Constructing pictograms and tally charts requires classifying and counting objects first
        
        Comparing groups: more or fewer soft
        Sorting categories by count benefits from ability to compare quantities
        
        Counting objects to 20 soft
        Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
        
        Counting objects to 20 hard
        Counting objects in each category requires being able to count sets of objects
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
      - Sorting Data into Categories soft
        Data representation formats (pictograms, tally charts) support organising data
        
        How Many in Total? soft
        Counting data in categories requires understanding cardinality
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Pictograms and tally charts (age 6+) hard
        Organising and representing data requires data, tally, frequency, and category vocabulary
        
        Sorting into categories hard
        Organising data in categories builds on classifying and counting objects in categories
        
        Comparing groups: more or fewer soft
        Sorting categories by count benefits from ability to compare quantities
        
        Counting objects to 20 soft
        Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
        
        Counting objects to 20 hard
        Counting objects in each category requires being able to count sets of objects
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
    - Pictograms and tally charts (age 6+) hard
      Drawing scaled bar charts and pictograms requires axis, scale, label, and frequency vocabulary
    - Picture & Bar Graphs hard
      Single-unit bar graphs are prerequisite to scaled bar graphs
      - Sorting Data into Categories hard
        Drawing picture/bar graphs extends organising and representing data
        
        How Many in Total? soft
        Counting data in categories requires understanding cardinality
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Pictograms and tally charts (age 6+) hard
        Organising and representing data requires data, tally, frequency, and category vocabulary
        
        Sorting into categories hard
        Organising data in categories builds on classifying and counting objects in categories
        
        Comparing groups: more or fewer soft
        Sorting categories by count benefits from ability to compare quantities
        
        Counting objects to 20 soft
        Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
        
        Counting objects to 20 hard
        Counting objects in each category requires being able to count sets of objects
        
        How Many in Total? hard
        Answering 'how many?' requires the cardinality principle
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        One-to-one counting hard
        Counting objects to answer 'how many?' requires one-to-one correspondence
  - Evaporation and condensation soft
    Representing seasonal weather data draws on precipitation and evaporation vocabulary
- Evaporation and condensation soft
  Distinguishing weather from climate and describing regional climates draws on water cycle vocabulary
Oceans & Climate soft
Ocean-climate connection parallels curriculum geosphere/hydrosphere/atmosphere interaction
- The Five Oceans soft
  Climate connection benefits from knowing ocean geography
  - Where water is found on Earth soft
    Five oceans builds on curriculum concept of where water is found on Earth
    - Shapes of land and water hard
      Must know land and water features before learning where water is found on Earth
      - Seasonal changes soft
        Seasonal observation supports understanding land and water features
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
    - Heating & Cooling Changes soft
      Understanding state changes supports knowing water as solid (ice) and liquid
      - States of Matter Vocabulary hard
        Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
      - Drawing Particle Diagrams hard
        Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
  - What Is the Ocean? hard
    Naming five oceans requires knowing what oceans are
- Weather vs Climate soft
  Ocean-climate connection benefits from understanding weather vs climate distinction
  - Seasons & Weather Patterns soft
    Climate as long-term patterns benefits from knowing seasonal patterns
    - Seasonal changes soft
      Seasons/weather patterns parallels curriculum four seasons topic
      - Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
    - Types of Weather soft
      Seasons benefit from weather vocabulary
  - Geography & Local Weather hard
    Climate concept requires knowing that different places have different typical weather
    - Seasons & Weather Patterns hard
      Understanding global weather differences requires knowing seasons
      - Seasonal changes soft
        Seasons/weather patterns parallels curriculum four seasons topic
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
      - Types of Weather soft
        Seasons benefit from weather vocabulary
    - Types of Weather hard
      Comparing world weather requires weather vocabulary
  - Types of Weather hard
    Distinguishing weather from climate requires understanding weather first
- Tides, Waves & Currents hard
  Ocean-climate connection builds on knowing about currents and evaporation
  - Coasts & Beaches hard
    Tides shape coastal habitats; builds on beach/coast concept
  - What Is the Ocean? hard
    Tides/waves/currents require basic ocean knowledge
- Ocean Ecosystems hard
  Ocean as climate engine requires systems thinking
  - Ocean Food Webs hard
    Ecosystems as systems builds on food web understanding
    - Classifying Ocean Animals soft
      Food webs benefit from knowing animal classification groups
      - Whales & Dolphins Are Mammals hard
        Classifying marine mammals vs fish builds on whale/dolphin are mammals concept
        
        Ocean Animal Variety soft
        Mammals vs fish distinction benefits from knowing ocean animal variety
      - Ocean Animal Variety hard
        Classifying ocean animals builds on knowing the variety exists
    - Ocean Food Chains hard
      Food webs extend simple food chains to interconnected networks
      - What Ocean Animals Need soft
        Food chains explain how animals meet their need for food
        
        What Is the Ocean? soft
        Ocean animal needs are contextualised by knowing what the ocean is
      - Ocean Animal Variety soft
        Food chains benefit from knowing the variety of animals that eat each other
  - Ocean Depth Zones hard
    Ecosystem concept requires understanding different ocean zones
    - What Is the Ocean? hard
      Ocean zones require knowing the ocean is deep and vast
    - Ocean Animal Variety hard
      Understanding zones requires knowing ocean has diverse life at different depths
  - Changing Environments soft
    Ocean ecosystems concept enriched by curriculum concept that environments change
    - Habitats & Basic Needs hard
      Must understand how habitats support organisms before understanding what happens when they change
      - Where Are the Poles? soft
        Polar regions enrich the curriculum habitats topic (exploratory age 5 -> curriculum age 6)
      - Habitat Vocabulary hard
        Describing how habitats provide for basic needs requires habitat, environment, conditions, shelter vocabulary
      - What Is a Rainforest? soft
        Rainforest habitat knowledge enriches the curriculum habitats topic (exploratory age 5 -> curriculum age 6)
      - What Living Things Need hard
        Must know basic needs of organisms before understanding how habitats provide for those needs
        
        Common Plants & Trees soft
        Knowing plants helps understand what they need
        
        Living Things Vocabulary soft
        Describing what plants and animals need to survive uses life processes vocabulary: nutrition, growth, sensitivity
        
        Naming Common Animals soft
        Knowing animals helps understand what they need
      - What Ocean Animals Need soft
        Ocean animal needs parallels curriculum habitats/basic needs concept
        
        What Is the Ocean? soft
        Ocean animal needs are contextualised by knowing what the ocean is
      - Animal Homes soft
        Animal homes concept is enriched by curriculum habitats topic
        
        Animals Everywhere hard
        Animal homes builds on knowing animals live everywhere
      - Living, Dead & Never Alive hard
        Must distinguish living from non-living before understanding habitats that support living things
        
        Common Plants & Trees soft
        Knowing plant names helps distinguish living from non-living
        
        Living Things Vocabulary hard
        Comparing living, dead, and never-been-alive things requires the life processes vocabulary to give reasons
        
        Naming Common Animals soft
        Knowing animal groups helps distinguish living from non-living
      - Minibeast Habitats soft
        Exploratory micro-habitats knowledge enriches curriculum habitats topic
        
        Common minibeasts: naming and recognising hard
        Must recognise common minibeasts before exploring where each type lives
        
        What is a minibeast? hard
        Must understand what minibeasts are before learning to name specific ones
    - Simple Food Chains soft
      Food chain knowledge helps understand knock-on effects of environmental change
      - Herbivores, Carnivores & Omnivores hard
        Must know carnivore/herbivore/omnivore to understand food chains
        
        Naming Common Animals hard
        Must identify animal groups before classifying by diet
      - Habitats & Basic Needs hard
        Must know about habitats and interdependence before learning food chains
        
        Where Are the Poles? soft
        Polar regions enrich the curriculum habitats topic (exploratory age 5 -> curriculum age 6)
        
        Habitat Vocabulary hard
        Describing how habitats provide for basic needs requires habitat, environment, conditions, shelter vocabulary
        
        What Is a Rainforest? soft
        Rainforest habitat knowledge enriches the curriculum habitats topic (exploratory age 5 -> curriculum age 6)
        
        What Living Things Need hard
        Must know basic needs of organisms before understanding how habitats provide for those needs
        
        Common Plants & Trees soft
        Knowing plants helps understand what they need
        
        Living Things Vocabulary soft
        Describing what plants and animals need to survive uses life processes vocabulary: nutrition, growth, sensitivity
        
        Naming Common Animals soft
        Knowing animals helps understand what they need
        
        What Ocean Animals Need soft
        Ocean animal needs parallels curriculum habitats/basic needs concept
        
        What Is the Ocean? soft
        Ocean animal needs are contextualised by knowing what the ocean is
        
        Animal Homes soft
        Animal homes concept is enriched by curriculum habitats topic
        
        Animals Everywhere hard
        Animal homes builds on knowing animals live everywhere
        
        Living, Dead & Never Alive hard
        Must distinguish living from non-living before understanding habitats that support living things
        
        Common Plants & Trees soft
        Knowing plant names helps distinguish living from non-living
        
        Living Things Vocabulary hard
        Comparing living, dead, and never-been-alive things requires the life processes vocabulary to give reasons
        
        Naming Common Animals soft
        Knowing animal groups helps distinguish living from non-living
        
        Minibeast Habitats soft
        Exploratory micro-habitats knowledge enriches curriculum habitats topic
        
        Common minibeasts: naming and recognising hard
        Must recognise common minibeasts before exploring where each type lives
        
        What is a minibeast? hard
        Must understand what minibeasts are before learning to name specific ones
      - Ocean Food Chains soft
        Ocean food chain parallels curriculum simple food chain concept
        
        What Ocean Animals Need soft
        Food chains explain how animals meet their need for food
        
        What Is the Ocean? soft
        Ocean animal needs are contextualised by knowing what the ocean is
        
        Ocean Animal Variety soft
        Food chains benefit from knowing the variety of animals that eat each other
      - Minibeasts in the food chain soft
        Garden minibeast food chains provide concrete examples for curriculum simple-food-chains
        
        Common minibeasts: naming and recognising hard
        Must know common minibeasts before placing them in food chains
        
        What is a minibeast? hard
        Must understand what minibeasts are before learning to name specific ones
      - Rainforest Animals soft
        Rainforest animals provide rich examples for simple food chains (exploratory age 5 -> curriculum age 6)
        
        Rainforest Layers hard
        Animals are taught in context of which layer they inhabit
        
        What Is a Rainforest? hard
        Must know what a rainforest is before learning its four layers
    - Habitat Vocabulary soft
      Discussing how environments change and pose dangers uses habitat and conditions vocabulary
Where water is found on Earth hard
Must know water distribution before modelling hydrosphere interactions
- Shapes of land and water hard
  Must know land and water features before learning where water is found on Earth
  - Seasonal changes soft
    Seasonal observation supports understanding land and water features
    - Days, Weeks, Months & Years soft
      Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
      - Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
- Heating & Cooling Changes soft
  Understanding state changes supports knowing water as solid (ice) and liquid
  - States of Matter Vocabulary hard
    Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
  - Drawing Particle Diagrams hard
    Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
Evaporation & the Water Cycle soft
Water cycle knowledge supports understanding atmosphere-hydrosphere interactions
- Changes & Separation Vocabulary hard
  Identifying the role of evaporation and condensation requires knowing these process terms precisely
- The Water Cycle soft
  Water cycle connects to curriculum evaporation/condensation topic
  - Cloud Types hard
    Water cycle requires understanding cloud formation (condensation)
    - Rain & Puddles hard
      Cloud types build on knowing rain comes from clouds
      - Types of Weather soft
        Rain concept benefits from knowing rain as a weather type
  - Where water is found on Earth soft
    Water cycle benefits from knowing where water is found on Earth
    - Shapes of land and water hard
      Must know land and water features before learning where water is found on Earth
      - Seasonal changes soft
        Seasonal observation supports understanding land and water features
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
    - Heating & Cooling Changes soft
      Understanding state changes supports knowing water as solid (ice) and liquid
      - States of Matter Vocabulary hard
        Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
      - Drawing Particle Diagrams hard
        Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
  - Heating & Cooling Changes soft
    Water cycle benefits from curriculum states of matter (heating/cooling changes state)
    - States of Matter Vocabulary hard
      Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
    - Drawing Particle Diagrams hard
      Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
  - Temperature & Thermometers soft
    Water cycle evaporation relates to temperature (heat drives evaporation)
  - Rain & Puddles hard
    Full water cycle builds on basic rain/puddle/evaporation concept
    - Types of Weather soft
      Rain concept benefits from knowing rain as a weather type
- Heating & Cooling Changes hard
  Must understand state changes before learning about evaporation/condensation in water cycle
  - States of Matter Vocabulary hard
    Describing and measuring changes of state requires solid/liquid/gas vocabulary and the term 'change of state'
  - Drawing Particle Diagrams hard
    Observing and describing change of state requires reading particle diagrams showing how arrangement changes on heating or cooling
Famous Eruptions & Pangaea soft
Global effects of eruptions benefits from understanding geosphere/atmosphere interaction
- Plate Boundaries hard
  Understanding global effects requires knowing plate tectonics mechanism
  - Why Earthquakes Happen hard
    Plate boundaries as earthquake cause builds on simpler causal model
    - What Is an Earthquake hard
      Understanding earthquake causes builds on knowing what an earthquake is
  - Tectonic Plates hard
    Plate boundary mechanisms require knowing what tectonic plates are
    - Ring of Fire hard
      Plate concept explains the patterns of where earthquakes/volcanoes occur
      - Fast & Slow Earth Changes soft
        Pattern mapping benefits from knowing Earth's surface changes
        
        What Is an Earthquake soft
        Quick/slow changes concept benefits from earthquake as example of quick change
        
        What Is a Volcano soft
        Quick/slow changes concept benefits from volcano as example of quick change
      - What Is an Earthquake hard
        Mapping earthquake patterns requires knowing what earthquakes are
      - Shapes of land and water soft
        Mapping volcano/earthquake patterns benefits from knowing about landforms like mountains and valleys
        
        Seasonal changes soft
        Seasonal observation supports understanding land and water features
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
      - Why Earthquakes Happen soft
        Mapping patterns benefits from understanding earthquake causes
        
        What Is an Earthquake hard
        Understanding earthquake causes builds on knowing what an earthquake is
      - What Is a Volcano hard
        Mapping volcano patterns requires knowing what volcanoes are
    - Finding patterns in data soft
      Tectonic plates concept benefits from prior map-reading of Earth's features
      - Rock layers and Earth's history soft
        Interpreting maps of Earth surface features is enriched by understanding cross-section views of geological strata and layers
        
        3-D shapes (age 9+) soft
        Interpreting cross-section diagrams of Earth builds on the skill of identifying 3-D shapes from 2-D representations
        
        2-D shapes (age 7+) hard
        Y3 drawing 2D and making 3D shapes is prerequisite to identifying 3D from 2D representations
        
        Edges, vertices, and faces hard
        Making/describing 3-D shapes requires knowing their properties (edges, vertices, faces)
        
        3-D shapes hard
        Describing 3-D properties (edges, vertices, faces) requires knowing the shapes first
        
        Nets of 3-D Shapes soft
        Counting edges, vertices, and faces is reinforced by analysing nets where each face is visible as a separate 2-D shape
        
        3-D shapes (age 5+) hard
        Formal property description extends informal analysis of shapes
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
        
        2-D shapes (age 6+) hard
        Drawing 2-D shapes requires knowing their properties
        
        Angles in triangles (age 6+) soft
        Understanding defining attributes supports describing shape properties formally
        
        2-D shapes hard
        Distinguishing defining vs non-defining attributes requires knowing common 2-D shape names first
        
        3-D shapes (age 5+) hard
        Identifying defining attributes builds on informal analysis and comparison of shapes
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
        
        2-D shapes hard
        Describing properties of 2-D shapes (sides, symmetry) requires knowing the shapes first
        
        3-D shapes (age 5+) hard
        Formal property description extends informal analysis of sides and vertices
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
        
        Nets of 3-D Shapes soft
        Drawing 2-D shapes and making 3-D shapes from materials is supported by being able to sketch and interpret nets
        
        Nets of 3-D Shapes hard
        Identifying 3-D shapes from 2-D representations requires understanding the relationship between a net and its solid
      - Types of rocks hard
        Interpreting patterns of Earth's geological features requires rock type and erosion vocabulary
      - Shapes of land and water hard
        Must model landforms and water bodies before analysing map patterns of Earth's features
        
        Seasonal changes soft
        Seasonal observation supports understanding land and water features
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
      - Erosion and weathering soft
        Understanding weathering/erosion helps explain patterns in Earth's features
        
        Types of rocks hard
        Measuring weathering and erosion rates requires 'weathering', 'erosion', and 'deposition' vocabulary
        
        Preventing Erosion hard
        Must understand erosion prevention before measuring weathering/erosion effects systematically
        
        Shapes of land and water hard
        Must know about landforms before designing solutions to prevent wind/water erosion
        
        Seasonal changes soft
        Seasonal observation supports understanding land and water features
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
        
        Properties of materials soft
        Rock properties knowledge supports understanding how weathering breaks down different rocks
        
        Grouping Materials soft
        Grouping materials by properties supports grouping rocks by properties
        
        Describing Material Properties hard
        Must describe properties before using them to group materials
        
        States of Matter Vocabulary soft
        Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
        
        Naming Everyday Materials hard
        Must name materials before describing their properties
        
        Objects vs Materials hard
        Must distinguish objects from materials before naming specific materials
    - Earth's Layers hard
      Tectonic plates are pieces of the crust (requires knowing Earth has layers)
      - What Is a Volcano hard
        Understanding layers requires knowing what a volcano is (motivation for internal structure)
      - Earth Is Made of Rock hard
        Earth's layers builds on knowing Earth is made of rock
- Eruption Types & Volcano Shape soft
  Famous eruptions benefit from understanding eruption types
  - Active, Dormant & Extinct hard
    Eruption types build on volcano classification
    - Power of Eruptions soft
      Classification benefits from understanding eruptions vary in power
      - What Is a Volcano soft
        Appreciating eruption power benefits from knowing what a volcano is
    - What Is a Volcano hard
      Classifying volcanoes requires knowing what a volcano is
  - Plate Boundaries soft
    Eruption types benefit from plate boundary context
    - Why Earthquakes Happen hard
      Plate boundaries as earthquake cause builds on simpler causal model
      - What Is an Earthquake hard
        Understanding earthquake causes builds on knowing what an earthquake is
    - Tectonic Plates hard
      Plate boundary mechanisms require knowing what tectonic plates are
      - Ring of Fire hard
        Plate concept explains the patterns of where earthquakes/volcanoes occur
        
        Fast & Slow Earth Changes soft
        Pattern mapping benefits from knowing Earth's surface changes
        
        What Is an Earthquake soft
        Quick/slow changes concept benefits from earthquake as example of quick change
        
        What Is a Volcano soft
        Quick/slow changes concept benefits from volcano as example of quick change
        
        What Is an Earthquake hard
        Mapping earthquake patterns requires knowing what earthquakes are
        
        Shapes of land and water soft
        Mapping volcano/earthquake patterns benefits from knowing about landforms like mountains and valleys
        
        Seasonal changes soft
        Seasonal observation supports understanding land and water features
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
        
        Why Earthquakes Happen soft
        Mapping patterns benefits from understanding earthquake causes
        
        What Is an Earthquake hard
        Understanding earthquake causes builds on knowing what an earthquake is
        
        What Is a Volcano hard
        Mapping volcano patterns requires knowing what volcanoes are
      - Finding patterns in data soft
        Tectonic plates concept benefits from prior map-reading of Earth's features
        
        Rock layers and Earth's history soft
        Interpreting maps of Earth surface features is enriched by understanding cross-section views of geological strata and layers
        
        3-D shapes (age 9+) soft
        Interpreting cross-section diagrams of Earth builds on the skill of identifying 3-D shapes from 2-D representations
        
        2-D shapes (age 7+) hard
        Y3 drawing 2D and making 3D shapes is prerequisite to identifying 3D from 2D representations
        
        Edges, vertices, and faces hard
        Making/describing 3-D shapes requires knowing their properties (edges, vertices, faces)
        
        3-D shapes hard
        Describing 3-D properties (edges, vertices, faces) requires knowing the shapes first
        
        Nets of 3-D Shapes soft
        Counting edges, vertices, and faces is reinforced by analysing nets where each face is visible as a separate 2-D shape
        
        3-D shapes (age 5+) hard
        Formal property description extends informal analysis of shapes
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
        
        2-D shapes (age 6+) hard
        Drawing 2-D shapes requires knowing their properties
        
        Angles in triangles (age 6+) soft
        Understanding defining attributes supports describing shape properties formally
        
        2-D shapes hard
        Distinguishing defining vs non-defining attributes requires knowing common 2-D shape names first
        
        3-D shapes (age 5+) hard
        Identifying defining attributes builds on informal analysis and comparison of shapes
        
        2-D shapes hard
        Describing properties of 2-D shapes (sides, symmetry) requires knowing the shapes first
        
        3-D shapes (age 5+) hard
        Formal property description extends informal analysis of sides and vertices
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
        
        Nets of 3-D Shapes soft
        Drawing 2-D shapes and making 3-D shapes from materials is supported by being able to sketch and interpret nets
        
        Nets of 3-D Shapes hard
        Identifying 3-D shapes from 2-D representations requires understanding the relationship between a net and its solid
        
        Types of rocks hard
        Interpreting patterns of Earth's geological features requires rock type and erosion vocabulary
        
        Shapes of land and water hard
        Must model landforms and water bodies before analysing map patterns of Earth's features
        
        Seasonal changes soft
        Seasonal observation supports understanding land and water features
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
        
        Erosion and weathering soft
        Understanding weathering/erosion helps explain patterns in Earth's features
        
        Types of rocks hard
        Measuring weathering and erosion rates requires 'weathering', 'erosion', and 'deposition' vocabulary
        
        Preventing Erosion hard
        Must understand erosion prevention before measuring weathering/erosion effects systematically
        
        Shapes of land and water hard
        Must know about landforms before designing solutions to prevent wind/water erosion
        
        Seasonal changes soft
        Seasonal observation supports understanding land and water features
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
        
        Properties of materials soft
        Rock properties knowledge supports understanding how weathering breaks down different rocks
        
        Grouping Materials soft
        Grouping materials by properties supports grouping rocks by properties
        
        Describing Material Properties hard
        Must describe properties before using them to group materials
        
        States of Matter Vocabulary soft
        Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
        
        Naming Everyday Materials hard
        Must name materials before describing their properties
        
        Objects vs Materials hard
        Must distinguish objects from materials before naming specific materials
      - Earth's Layers hard
        Tectonic plates are pieces of the crust (requires knowing Earth has layers)
        
        What Is a Volcano hard
        Understanding layers requires knowing what a volcano is (motivation for internal structure)
        
        Earth Is Made of Rock hard
        Earth's layers builds on knowing Earth is made of rock
  - Inside a Volcano hard
    Eruption types depend on understanding magma and internal volcano structure
    - Earth's Layers hard
      Magma chamber concept requires knowing Earth has hot interior layers
      - What Is a Volcano hard
        Understanding layers requires knowing what a volcano is (motivation for internal structure)
      - Earth Is Made of Rock hard
        Earth's layers builds on knowing Earth is made of rock
    - What Is a Volcano hard
      Internal volcano structure builds on basic volcano knowledge
- Pompeii & Vesuvius hard
  Famous eruptions builds on Pompeii as first historical eruption case study
  - Power of Eruptions hard
    Understanding Pompeii's destruction requires knowing eruptions are powerful
    - What Is a Volcano soft
      Appreciating eruption power benefits from knowing what a volcano is
  - Inside a Volcano soft
    Pompeii story is enriched by understanding volcano internal structure
    - Earth's Layers hard
      Magma chamber concept requires knowing Earth has hot interior layers
      - What Is a Volcano hard
        Understanding layers requires knowing what a volcano is (motivation for internal structure)
      - Earth Is Made of Rock hard
        Earth's layers builds on knowing Earth is made of rock
    - What Is a Volcano hard
      Internal volcano structure builds on basic volcano knowledge
  - What Is a Volcano hard
    Pompeii story requires understanding what a volcano is and what eruptions do
- Tectonic Plates soft
  Continental drift (Pangaea) builds on plate concept
  - Ring of Fire hard
    Plate concept explains the patterns of where earthquakes/volcanoes occur
    - Fast & Slow Earth Changes soft
      Pattern mapping benefits from knowing Earth's surface changes
      - What Is an Earthquake soft
        Quick/slow changes concept benefits from earthquake as example of quick change
      - What Is a Volcano soft
        Quick/slow changes concept benefits from volcano as example of quick change
    - What Is an Earthquake hard
      Mapping earthquake patterns requires knowing what earthquakes are
    - Shapes of land and water soft
      Mapping volcano/earthquake patterns benefits from knowing about landforms like mountains and valleys
      - Seasonal changes soft
        Seasonal observation supports understanding land and water features
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
    - Why Earthquakes Happen soft
      Mapping patterns benefits from understanding earthquake causes
      - What Is an Earthquake hard
        Understanding earthquake causes builds on knowing what an earthquake is
    - What Is a Volcano hard
      Mapping volcano patterns requires knowing what volcanoes are
  - Finding patterns in data soft
    Tectonic plates concept benefits from prior map-reading of Earth's features
    - Rock layers and Earth's history soft
      Interpreting maps of Earth surface features is enriched by understanding cross-section views of geological strata and layers
      - 3-D shapes (age 9+) soft
        Interpreting cross-section diagrams of Earth builds on the skill of identifying 3-D shapes from 2-D representations
        
        2-D shapes (age 7+) hard
        Y3 drawing 2D and making 3D shapes is prerequisite to identifying 3D from 2D representations
        
        Edges, vertices, and faces hard
        Making/describing 3-D shapes requires knowing their properties (edges, vertices, faces)
        
        3-D shapes hard
        Describing 3-D properties (edges, vertices, faces) requires knowing the shapes first
        
        Nets of 3-D Shapes soft
        Counting edges, vertices, and faces is reinforced by analysing nets where each face is visible as a separate 2-D shape
        
        3-D shapes (age 5+) hard
        Formal property description extends informal analysis of shapes
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
        
        2-D shapes (age 6+) hard
        Drawing 2-D shapes requires knowing their properties
        
        Angles in triangles (age 6+) soft
        Understanding defining attributes supports describing shape properties formally
        
        2-D shapes hard
        Distinguishing defining vs non-defining attributes requires knowing common 2-D shape names first
        
        3-D shapes (age 5+) hard
        Identifying defining attributes builds on informal analysis and comparison of shapes
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
        
        2-D shapes hard
        Describing properties of 2-D shapes (sides, symmetry) requires knowing the shapes first
        
        3-D shapes (age 5+) hard
        Formal property description extends informal analysis of sides and vertices
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
        
        Nets of 3-D Shapes soft
        Drawing 2-D shapes and making 3-D shapes from materials is supported by being able to sketch and interpret nets
        
        Nets of 3-D Shapes hard
        Identifying 3-D shapes from 2-D representations requires understanding the relationship between a net and its solid
    - Types of rocks hard
      Interpreting patterns of Earth's geological features requires rock type and erosion vocabulary
    - Shapes of land and water hard
      Must model landforms and water bodies before analysing map patterns of Earth's features
      - Seasonal changes soft
        Seasonal observation supports understanding land and water features
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
    - Erosion and weathering soft
      Understanding weathering/erosion helps explain patterns in Earth's features
      - Types of rocks hard
        Measuring weathering and erosion rates requires 'weathering', 'erosion', and 'deposition' vocabulary
      - Preventing Erosion hard
        Must understand erosion prevention before measuring weathering/erosion effects systematically
        
        Shapes of land and water hard
        Must know about landforms before designing solutions to prevent wind/water erosion
        
        Seasonal changes soft
        Seasonal observation supports understanding land and water features
        
        Days, Weeks, Months & Years soft
        Observing and describing seasonal changes requires basic date and time vocabulary (months, seasons, year)
        
        Ordering Events in Time hard
        Understanding days/months/years builds on sequencing events chronologically
      - Properties of materials soft
        Rock properties knowledge supports understanding how weathering breaks down different rocks
        
        Grouping Materials soft
        Grouping materials by properties supports grouping rocks by properties
        
        Describing Material Properties hard
        Must describe properties before using them to group materials
        
        States of Matter Vocabulary soft
        Describing physical properties of materials uses solid/liquid/gas vocabulary introduced in the states of matter LANGUAGE node
        
        Naming Everyday Materials hard
        Must name materials before describing their properties
        
        Objects vs Materials hard
        Must distinguish objects from materials before naming specific materials
  - Earth's Layers hard
    Tectonic plates are pieces of the crust (requires knowing Earth has layers)
    - What Is a Volcano hard
      Understanding layers requires knowing what a volcano is (motivation for internal structure)
    - Earth Is Made of Rock hard
      Earth's layers builds on knowing Earth is made of rock
Evaporation and condensation soft
Modelling Earth systems interactions draws on water cycle vocabulary for the hydrosphere component

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