Download Sample 5.3.B.2 Complete

5.4.6.D 2011
Earth System Science: The Earth operates as a set of complete and dynamic interconnected systems, and is part of the all
encompassing systems of the Universe. (5.4)
Tectonics: The theory of Plate Tectonics provides a framework for understanding the dynamic processes within and on the Earth.
(5.4.D)
Essential Questions
To what extent does the
exchange of energy within
the Earth drive geologic
events on the surface?
Enduring Understandings
Energy flow and movement of material
from the Earth’s interior causes geologic
events on the Earth’s surface.
Content Statements
Lithosopheric plates
consisting of continents and
ocean floors move in
response to movements in
the mantle.
Earth’s landforms are
created through
constructive (deposition)
and destructive (erosion)
processes.
Earth has a magnetic field
that is detectable at the
surface with a compass.
Cumulative Progress Indicators
Apply understanding of the motion of
lithospheric plates to explain why the
Pacific Rim is referred to as the Ring of
Fire. (5.4.6.D.1)
Labs, Investigation, and Student Experiences

Create a model of a conversation current using
a large clear container filled with water, heat
lamp, food coloring, hot water, and cold water.
Pour the hot and cold water samples to
demonstrate the circulation of warm water
moving to cooler locations and cold water
sinking. Assess and revise the model.
(5.4.6.D.1)

Using models of the Earth’s interior, apply the
above process to the movement of the
asthenosphere and the resultant movement of
the lithospheric plates above the asthenosphere.
Prepare a statement about the mechanism
behind the movement of the litohspheric plate.
(5.4.6.D.1)

Using a map of the major and minor
lithospheric plates, recognize that the plates are
composed or oceanic and continental crust
having different characteristics. Using the
mechanism identified in the above activity,
Locate areas that are being created
(deposition) and destroyed (erosion) using
maps and satellite images. (5.4.6.D.2)
Apply knowledge of Earth’s magnetic
fields to successfully complete an
orienteering challenge. (5.4.6.D.3)
Desired Results
5.4.6.D 2011
apply the movement of these plates in creating
the high concentration of earthquakes, and
volcanic eruptions around the Pacific Plate.
(5.4.6.D.1)
Sample Assessments

http://www.colorado.edu/GeolSci/Resources/WUSTectonics/PacNW
/ring_of_fire.gif

The USGS map above appears to show a relationship between
active volcanoes, earthquakes and lithospheric plate boundaries.
Describe a mechanism that could cause the concentrations of
volcanoes and earthquakes around the Pacific Ocean. (5.4.6.D.1)

How do temperature changes create convection currents? Draw
and label a diagram showing convection in the mantle. (5.4.6.D.1)

Draw and explain how changes in density generate convection
currents in the mantle. (5.4.6.D.1)

Describe the theory of sea floor spreading. (5.4.6.D.1)
Challenge students to add to the visual
presentation below by drawing a sixth map
showing how the continents might look 100
million years from now. Students must
consider that the earth’s lithosphere is made up
of moving plates and must take into account the
directions in which major plates are moving.
(5.4.6.D.1)
5.4.6.D 2011

Describe how convection currents may cause tectonic plate
movement. (5.4.6.D.1)

Describe how scientists developed the theory of plate tectonics.
(5.4.6.D.1)

Explain in words or models how lithospheric plates that make up
the Earth’s crust can also be compared to a sheet of ice on a river
or lake. (5.4.6.D.1)

Have students calculate how far a plate would move in 200 million
years if it moved at the rate of 3 cm per year. Ask students to
consult reference sources to find out the width of the Atlantic
Ocean. Then have them discuss how their calculations and
findings relate to the theory of plate tectonics. (5.4.6.D.1)
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Changes in the Earth's Surface
http://strandmaps.nsdl.org/?id=SMS-MAP-0048


NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
Science Curriculum Topic Study
Plate Tectonics, p.182
 Geology: Plate Tectonics
http://www.ucmp.berkeley.edu/geology/tectonics.html
Labs, Investigation, and Student Experiences
(5.4.6.D.2)

Collect images of volcanoes, faults, various
mountain ranges, stream valleys, and eroded
landforms such as those found in the Southwest
United States, glacial landscapes, and beaches.
5.4.6.D 2011
 Paleomap Project by Christopher R. Scotese
The goal of the Paleomap project is to illustrate the plate tectonics
development of the ocean basins and continents, as well as the changing
distribution of land and sea during the past 1100 million years
http://www.scotese.com/
 Paleogeography Through Geologic Time
http://jan.ucc.nau.edu/~rcb7/global_history.html

http://www.platetectonics.com/

http://science.pppst.com/platetectonics.html
 The Ring of Fire
http://www.crystalinks.com/rof.html
http://pubs.usgs.gov/gip/dynamic/fire.html
 Pangea Map
http://geology.com/pangea.htm

http://www.nationalgeographic.com/xpeditions/lessons/15/g912/ri
ng.html
Classify these images by the constructive or
destructive processes that created them.
(5.4.6.D.2)

Use the images below to describe the process
that caused the following formations.
(5.4.6.D.2)
5.4.6.D 2011
Desired Results (5.4.6.D.2)
Sample Assessments

The map below is a satellite image of Gateway National
Recreation Area, located at Sandy Hook, NJ. (5.4.6.D.2)
Labs, Investigation, and Student Experiences
(5.4.6.D.3)
Based on your understanding of erosion and deposition.
1. Explain how the “sandy hook” was created.
2. Where did the material probably come from and how did it get there?
http://www.thecoolroom.org/data/data_codar.htm

Explain how constructive and destructive forces shape and reshape
the earth’s atmosphere? (5.4.6.D.2)

Use a compass to follow a set of directions.
(5.4.6.D.3)

Create an orienteering challenge on school
grounds or in a local park. See Orienteering
located at:
http://www.4orienteering.com/course_setup/
 Note: Orienteering courses present a variety
of safety issues that need to be considered
when selecting an appropriate location for an
orienteering course.
5.4.6.D 2011

Describe and find examples of how the following surface features
are caused by constructive process. (5.4.6.D.2)
Earthquakes
Volcanoes

Describe and find examples of how the following surface features
are caused by destructive processes. (5.4.6.D.2)
Erosion
Weathering
Resources



National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Changes in the Earth's Surface
http://strandmaps.nsdl.org/?id=SMS-MAP-0048
NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
Science Curriculum Topic Study
Plate Tectonics, p.182

http://visibleearth.nasa.gov/view_set.php?categoryID=728
 Images of erosion
http://en.wikipedia.org/wiki/Erosion
Desired Results (5.4.6.D.3)
Sample Assessments
1. A compass and a global positioning system (GPS) can both be used to
navigate through an orienteering course. Compare and contrast how
 Note: Students should be engaged in
developing strategies for managing risks
associated with their unique course. The
risks may include, but are not limited to:
flora, fauna, weather, topography, and
human activities. (5.4.6.D.3)

Students create and participate in a Geocaching
event. See Geocaching - The Official Global GPS
Cache Hunt Site located at:
http://www.geocaching.com/ (5.4.6.D.3)

Explain and list the parts of a compass and how
they relate to the earth’s magnetic fields. Design
and construct a compass. Use the compass to
follow a set of directions around the school.
(5.4.6.D.3)
5.4.6.D 2011
each works to help you to determine your direction of travel.
(5.4.6.D.3)
2. Why will hikers probably get lost if they do not understand the
difference between magnetic north and true north? (5.4.6.D.3)
Have students investigate what is better for navigation a compass or a
global positioning system (GPS). Students must then list the pros and
cons. (5.4.6.D.3)
Resources



National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Electricity and Magnetism
http://strandmaps.nsdl.org/?id=SMS-MAP-2085
NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
Science Curriculum Topic Study
Structure of the Solid Earth, p.188
http://www.crystalinks.com/earthsmagneticfield.html
http://science.nasa.gov/science-news/science-atnasa/2003/29dec_magneticfield/
http://www.windows2universe.org/physical_science/magnetism/earth_ma
gnet_dipole_interactive.html
http://www.windows2universe.org/earth/Magnetosphere/earth_magnetic_
poles.html
5.4.6.D 2011