Download Earth`s Systems and Resources - Lexington County School District

Curriculum Unit Plan:
8.E.5: Earth’s Systems and Resources
Content Area
Grade Level/Course
Standard
Enduring Understandings
(Conceptual Understanding)
Science
Grade 8
Standard 8.E.5: The student will demonstrate an understanding of the processes that alter the structure of Earth and provide resources for life on
the planet.
8.E.5A. Conceptual Understanding: All Earth processes are the result of energy flowing and matter cycling within and among Earth’s systems.
Because Earth’s processes are dynamic and interactive in nature, the surface of Earth is constantly changing. Earth’s hot interior is a main source
of energy that drives the cycling and moving of materials. Plate tectonics is the unifying theory that explains the past and current crustal
movements at the Earth’s surface. This theory provides a framework for understanding geological history.
Duration
Desired Results
Essential Questions:
● Why is the Earth a dynamic planet?
● What affects the Earth’s surface?
● How are rocks related?
● How do the three layers of Earth differ?
● What is the impact of plate tectonics on the Earth?
● How are Earth’s landforms changed through geologic processes?
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Performance Indicators (​SEPs​)
Learning Targets
8.E.5A.1 ​Develop and use models​ to explain
I can…
how the processes of weathering, erosion, and
● Define weathering
deposition change surface features in the
● Identify the different types of weathering
environment.
● Define erosion
● Identify the different causes for erosion
● Define deposition
● Illustrate and explain, using real world
examples, how weathering ,erosion, and
deposition work together to change earth’s
surface features
8.E.5A.2 ​Use the rock cycle model to
describe​ the relationship between the
processes and forces that create igneous,
sedimentary, and metamorphic rocks.
I can…
● Explain how igneous rock are formed
● Recall the difference between magma and lava
● Explain how metamorphic rocks are formed
Curriculum Guide
● The objective of this indicator is to develop and use models to
explain how the processes of weathering, erosion, and
deposition change surface features in the environment.
● The focus of assessment should be for students to construct
representations to illustrate, predict, and explain how
weathering, erosion, and deposition change Earth’s surface
features.
● This could include but is not limited to students using data
from a variety of sources (stream tables, computer simulations,
informational text) to develop models that show how
weathering, erosion, and deposition change surface features
● The objective of this indicator is to use models to describe the
relationship between the processes and forces that create
igneous, sedimentary, and metamorphic rocks.
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Curriculum Unit Plan:
8.E.5: Earth’s Systems and Resources
Explain how sedimentary rocks are formed
Use a model to identify cause and effect
relationships between different Earth processes
and rock formation
Illustrate and explain the series of Earth
processes that can change rocks from one kind
to another in the rock cycle
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I can…
● Collect information about the relative position,
density, and composition of Earth’s layers
(crust, mantle, and core)
● Describe the relative position, density, and
composition of Earth’s layers (crust, mantle,
core)
● Construct a scale model to compare the
relative position of the layers of the Earth
●
I can…
● Define the theory of plate tectonics
● Construct a cause and effect model explaining
why plates move
● Model convection currents
● Explain how convection currents cause the
asthenosphere to flow
● Diagram and label the movement that occurs
along a divergent plate boundary
● Explain the changes in surface features that
occur at divergent boundaries (seafloor
spreading)
● Diagram and label the movement that occurs
along a convergent plate boundary
● Explain the changes in surface features that
occur at convergent boundaries (subduction
zones and trenches)
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8.E.5A.3​ Obtain and communicate
information​ about the relative position,
density, and composition of Earth’s layers to
describe the crust, mantle, and core.
8.E.5A.4 ​Construct explanations​ for how the
theory of plate tectonics accounts for (1) the
motion of lithospheric plates, (2) the geologic
activities at plate boundaries, and (3) the
changes in landform areas over geologic time.
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The focus of assessment should be for students to use the rock
cycle model to explain how rocks form and can change from
one form to another.
This could include but is not limited to students demonstrating
the cause and effect relationship between different geologic
processes and the formation, and transformation, of different
types of rocks with visual representations, written
explanations, and/or simulations of the rock cycle.
The objective of this indicator is to obtain and communicate
information about the relative position, density, and
composition of Earth’s layers (crust, mantle and core).
The primary focus of assessment should be for students to
obtain and communicate information from a variety of sources
(informational texts, primary and secondary sources, models,
seismic data) to describe the relative position, composition,
and density of Earth’s interior structures.
This could include but is not limited to students comparing the
layers of Earth based on relative position, density, and
composition using diagrams and/or 3-D models.
The objective of this indicator is to construct explanations for
how the theory of plate tectonics accounts for
1) the motion of lithospheric plates,
2) the geologic activities at plate boundaries, and
3) the changes in landform areas over geologic time.
The focus of assessment should be for students to use evidence
from
1) the motion of lithospheric plates
2) geologic activities at plate boundaries and
3) changes in landform area over geologic time to support the
theory of plate tectonics.
This could include but is not limited to students constructing a
cause-and-effect model of why the plates move, what type of
motion takes places as plates collide, what changes result in
the landforms of Earth; comparing the activities at plate
boundaries, the shape/movement of landmasses over time; and
classifying a plate boundary based on the motion of plates
and/or landforms that result.
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Curriculum Unit Plan:
8.E.5: Earth’s Systems and Resources
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8.E.5A.5 ​Construct and analyze scientific
arguments​ to support claims that plate
tectonics accounts for (1) the distribution of
fossils on different continents, (2) the
occurrence of earthquakes, and (3)
continental and ocean floor features
(including mountains, volcanoes, faults and
trenches).
Content Area
Grade Level/Course
Diagram and label the movement that occurs
along a transform plate boundary
Explain the changes in surface features that
occur along transform boundaries
Provide evidence of landmass collisions and
splits due to plate tectonics
Describe how the landforms have changed
over time
Define “hot spot”
Explain how volcanic activity can occur at a
hot spot
I can…
● Use evidence to reconstruct Pangea
● Describe the geological activities that occur at
plate boundaries
● Identify patterns that result from geologic
activity along plate boundaries
● Identify constructive geologic processes
● Identify destructive geologic processes
● Define fault
● Use a fault block model to illustrate the
movement caused by tension, compression and
shearing
● Describe the effects of tension force
● Describe the effects of compression force
● Describe the effects of shearing force
● Explain how constructive and destructive
geologic processes continually shape
continents
The objective of this indicator is to construct and analyze
scientific arguments to support claims that plate tectonics
accounts for
1) the distribution of fossils on different continents,
2) the occurrence of earthquakes, and
3) continental and ocean floor features (including mountains,
volcanoes, faults and trenches).
● The primary focus of assessment should be for students to
gather data from various sources to engage in argumentation
supporting claims for how plate tectonics has resulted in the
1) the distribution of fossils on different continents,
2) the occurrence of earthquakes, and
3) continental and ocean floor features.
● This could include but is not limited to students interpreting
geologic maps for the location of fossils, continental and ocean
floor features, and data on the frequency and distribution of
earthquakes and volcanoes as evidence to support claims about
the theory of plate tectonic.
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Science
Grade 8
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Curriculum Unit Plan:
8.E.5: Earth’s Systems and Resources
Standard
Enduring Understandings
(Conceptual Understanding)
Standard 8.E.5: The student will demonstrate an understanding of the processes that alter the structure of Earth and provide resources for life on
the planet.
8.E.5B. Conceptual Understanding: Natural processes can cause sudden or gradual changes to Earth’s systems. Some may adversely affect
humans such as volcanic eruptions or earthquakes. Mapping the history of natural hazards in a region, combined with an understanding of
related geological forces can help forecast the locations and likelihoods of future events.
Duration
Desired Results
Essential Questions:
● What causes earthquakes and volcanoes?
● How can the effect of earthquakes and volcanoes on people be minimized?
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Performance Indicators
Learning Targets
8.E.5B.1 ​Analyze and interpret data​ to
I can…
describe patterns in the location of volcanoes
● Plot earthquake data on a world map
and earthquakes related to tectonic plate
● Identify patterns that result from earthquake
boundaries, interactions, and hot spots.
activity along plate boundaries
● Plot volcanic data on a world map
● Identify patterns that result from volcanic
activity along plate boundaries
● Explain the relationship between volcanoes,
earthquakes, and plate boundaries
● Identify the Pacific Ring of Fire
● Define “hot spot”
● Explain how volcanic activity can occur at a
hot spot
8.E.5B.2​ Construct explanations​ of how
forces inside Earth result in earthquakes and
volcanoes.
I can…
● Recall convection currents
● Recall tectonic forces (tension, compression,
and shearing)
● Describe why earthquakes occur
Assessment Guidance and Curriculum Guide
● The objective of this indicator is to analyze and interpret data
to describe patterns in the location of volcanoes and
earthquakes in relation to tectonic plate boundaries,
interactions, and hot spots.
● The primary focus of assessment should be for students to
analyze and interpret data from visual images and data
collected from investigations and informational text to reveal
patterns and construct meaning regarding the relationship
between the location of volcanoes and earthquakes and plate
boundaries, interactions, and hot spots.
● This could include but is not limited to
1) plotting the location of earthquakes and volcanoes to
identify patterns and
2) interpreting visual images from remote sensing
technologies of the location of seismic activity over
periods of time to determine locations of frequent seismic
(earthquake and volcanic) activity
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The objective of this indicator is to construct explanations of
how forces inside Earth result in earthquakes and volcanoes.
The primary focus of assessment should be for students to use
evidence from a variety of sources to describe the cause and
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Curriculum Unit Plan:
8.E.5: Earth’s Systems and Resources
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8.E.5B.3 ​Define problems​ that may be caused
by a catastrophic event resulting from plate
movements and design possible devices or
solutions to minimize the effects of that event
on Earth’s surface and/or human structures.
Content Area
Grade Level/Course
Standard
Describe where earthquakes occur
Recall that volcanoes occur at specific types of
boundaries
Differentiate between magma and lava
Describe how volcanoes can be both
constructive and destructive
I can…
● Recall the location of most earthquakes and
volcanoes
● Identify problems (local and global) associated
with earthquakes and volcanic activity that
have affected people, past and present
● Collect information on why major population
centers are located in or near active plate
zones
● Collect information on how engineers design
buildings that are better able to withstand
earthquakes or volcanic activity
● Design and test a structure to withstand
earthquakes or volcanic activity
● Determine the effectiveness the design
● Refine the design
● Communicate the results
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effect relationship between lithospheric plate motion and
seismic and volcanic activity.
This could include but is not limited to students creating
models and simulations of how the movement of lithospheric
plates results in seismic and volcanic activity, comparing data
and visual images of seismic and volcanic activity and being
asked to explain, using evidence from the diagrams, how
forces within the Earth result in earthquakes and volcanoes.
The objective of this indicator is to define problems that may
be caused by catastrophic events resulting from plate
movements and design possible solutions to minimize the
effects of those events on Earth’s surface and/or human
structures.
The primary focus of assessment should be for students to
1) ask questions to identify problems or needs,
2) ask questions about the criteria and constraints of the
devices or solutions,
3) generate and communicate ideas for possible devices or
solutions,
4) build and test devices or solutions,
5) determine if the devices or solutions solved the problem,
and
6) communicate the results.
This could include but is not limited to students defining
problems that may result from seismic and volcanic activity,
using tools and/or materials to design and/or build a device
that solves a specific problem related to the local and global
effects of these activities, and communicating how these
solutions minimize the effects of earthquakes and volcanic
activity in a specific location.
Science
Grade 8
Standard 8.E.5: The student will demonstrate an understanding of the processes that alter the structure of Earth and provide resources for life on
the planet.
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Curriculum Unit Plan:
8.E.5: Earth’s Systems and Resources
Enduring Understandings
(Conceptual Understanding)
8.E.5C. Conceptual Understanding: Humans depend upon many Earth resources – some renewable over human lifetimes and some
nonrenewable or irreplaceable. Resources are distributed unevenly around the planet as a result of past geological processes.
Duration
Desired Results
Essential Questions:
● What makes minerals and fossil fuels so important to us?
● What physical and chemical properties of minerals and fossil fuels make them important to us?
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Performance Indicators
Learning Targets
8.E.5C.1 ​Obtain and communicate
I can…
information​ regarding the physical and
chemical properties of minerals, ores, and
● Differentiate between physical and chemical
fossil fuels to describe their importance as
properties
Earth resources.
● Identify characteristics of a mineral
● Identify properties of minerals
● Define ore
● Define fossil fuel
● Explain how mineral resources, ores, and
fossil fuels are beneficial
● Use a chart, diagram, or dichotomous key to
identify the usefulness of an ore or mineral
Assessment Guidance and Curriculum Guide
● The objective of this indicator is to obtain and communicate
information regarding the physical and chemical properties of
minerals, ores, and fossil fuels to describe their importance as
Earth resources.
● The primary focus of assessment should be for students to
obtain, evaluate, and communicate information from a variety
of sources (informational texts, observations, data collected or
discussions) to describe how the physical and chemical
properties of minerals, ores, and fossil fuels make them
important Earth resources.
● This could include but is not limited to students conducting
research and creating multimedia presentations on the
properties and uses of minerals, ores, and fossil fuels and
engaging in argumentation from evidence from informational
text and scientific investigation on the benefits, usefulness,
and conservation of minerals, ores, and fossil fuels.
Language Learning Targets (for ESOL)
Key Academic Vocabulary
Key academic vocabulary comes directly from the standards. Students should be immersed in this language through instruction and assessment. These are not to be taught as a
vocabulary “list” but used on a daily basis so students are literate in the content area of Science
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Curriculum Unit Plan:
8.E.5: Earth’s Systems and Resources
Assessments
Suggested Learning Supports
Discovery Education Science TechBook (middle school)
Discovery Education Streaming (elementary school)
www.scdiscus.org
Science Kits (FOSS, STC, GEMS, etc.)
SC Dept of Ed Curriculum Support Documents (​link​)
Picture Perfect Science​ book series
Uncovering Student Ideas in Science​ book series
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