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Tenafly Public Schools
Unit Design Template
Mindful Teachers…Mindful Design…Mindful Students
Title
Earth Systems: Geology
Standards
MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, MS-ESS2-3, MS-ESS3-1, MS-ESS3-2, MSESS3-3, MS-ETS1-1, MS-ETS1-2, HS- ESS1-5, HS-ESS1-6, HS-ESS2-1, HS-ESS2-3,
HS-ESS2-7
Timeframe
Approximately 12-14 weeks
X
Unit
Project
Other (Please describe)
Overview: Serves as an abstract; a brief paragraph summarizing the unit or project.
In this unit, we provide students with an introduction to Geology. Students will explore a wide range of topics meeting both
middle and high school NGSS standards and which incorporate a wide range of STEM components. Chapter topics
include:
1. Minerals – What is a mineral? Formation and structure of minerals. Important mineral groups. Mineral properties
and identification. Uses of minerals.
2. Rocks – What is a rock and how do rocks differ from minerals? The rock cycle. Rock forming processes.
Identification of Sedimentary, Metamorphic, and Igneous rocks. Important rocks and their uses.
3. Plate Tectonics – Earth’s interior and its effect on Earth’s surface. The development of the hypothesis of
Continental Drift. The technological innovation that led to the discovery of Seafloor Spreading. Plate tectonics.
4. Earthquakes – Where and how do earthquakes occur? Features of earthquakes. Types of faults. How earthquakes
are measured using the Richter and Modified Mercalli scales. Effects of earthquakes and earthquake safety
procedures.
5. Volcanoes – How and where volcanoes form. How volcanoes affect people and the environment. Types of magma
and types/forms of volcanoes. The factors that affect the explosiveness of volcanoes. Igneous rock features.
6. Geologic Time – How fossils are used to help date rocks. How fossils can be used to explain changes on Earth’s
surface and in Earth’s biosphere and climate. The major divisions and subdivisions of geologic time. Evolution,
natural selection, and extinction over geologic time. The role of plate tectonics.
Essential Questions: Provocative questions that foster inquiry, understanding, and transfer of learning and help to establish a
context for the content and learning.
How does the internal structure of a mineral affect its properties and usefulness?
How do conditions within Earth’s interior interact with Earth materials to affect the formation/destruction of rock?
How do conditions on Earth’s surface interact with Earth materials to affect the formation/destruction of rock?
How do geological events occurring today provide insight into earth’s past?
How does the continental drift hypothesis differ from the theory of plate tectonics?
How did the discovery of seafloor spreading affect the hypothesis of continental drift and contribute to today’s
theory of plate tectonics?
How does technology extend human senses and understanding of earth processes?
How do we know that Earth’s interior is stratified into different layers?
How does the release of energy through earthquakes affect Earth’s surface?
What procedures and/or practices can people employ to lessen the impact of Earthquakes?
What do earthquakes and volcanoes have in common?
Where do most earthquakes and volcanoes occur?
How have earthquakes and volcanoes contributed to the formation of Earth’s surface features?
How are fossils used to date rock strata?
What are the major divisions in Earth’s geologic past?
How do the changes in Earth’s biosphere correlate to divisions on the geologic time scale?
Assessments: Both formative and summative measures of authentic performance tasks and formal assessments (i.e., name, type,
description, directions, product, scoring criteria, materials)
Students are assessed through both formative and summative methods:
Formative: Question and Answer (Q & A) dialogue is used to check for understanding in every lesson. Entry and exit
tickets assess prior and acquired knowledge from the lesson. Lesson content is differentiated to accommodate ELL and IEP
objectives and to individualize instruction. Lab evaluations allow for varied responses such as drawings and illustrations.
Homework is used as a formative assessment. Homework assignments are given throughout the chapter and are graded for
completion; students then have a chance to correct their answers and discuss the questions they may have struggled with.
Summative: Chapter tests are given at the end of each chapter. One or two quizzes are included over the course of each
chapter to assess knowledge on smaller sections before the larger chapter test. Tests and quizzes include multiple choice
and short response questions. Lab reports are assigned with each chapter and assessed using rubrics. Oral presentations are
assessed using rubrics. Performance-based projects are also assessed using rubrics. Rubrics used for lab reports,
presentations, and projects include grading for participation, a proper cover (for lab reports), collection of data/information,
a reflection based on what the student learned during the lab/project, and accurate responses to conclusion questions based
on the activity.
Critical Content
Skills
As a result of this learning segment, students will KNOW…
As a result of this learning segment, students will be able to DO…
Minerals
Minerals
 Describe characteristics that all minerals share.
 Explain how minerals form
 Describe physical properties used to identify
minerals.
 Identify minerals using physical properties such as
hardness and streak.
 Describe characteristics of gems that make them
more valuable than other minerals.
 Identify useful elements that are contained in
minerals.
 Become familiar with tools used to identify minerals.
 Identify mineral properties in hand samples.
 Visit a local mine (Sterling Mines) to observe and
experience how mineral mining was done and how
mined minerals impact day to day life.
 How to read mineral keys and use mineral keys to
identify minerals.
Rocks
 How to distinguish between a rock and a mineral.
 Describe/summarize the rock cycle and identify the
geologic processes that drive it.
 Recognize that magma and lava cool to form igneous
rocks.
 Distinguish/contrast intrusive and extrusive igneous
rocks.
 Distinguish/contrast granitic and basaltic igneous
rocks.
 Describe Earth conditions that cause metamorphic
rocks to form.
 Classify metamorphic rocks as foliated or
nonfoliated.
 Explain how sedimentary rocks form from
sediments.
 Classify sedimentary rocks as detrital, chemical, or
organic in origin.
Rocks
Plate Tectonics
 Describe the hypothesis of continental drift.
 Identify evidence supporting continental drift.
 Explain seafloor spreading.
 Recognize how age and magnetic clues support
Plate Tectonics
 Apply the scientific method to solve problems, interpret
data, and solve problems.
 Interpret data and calculate rates of plate motion.
 Become familiar with tools used to identify rocks.
 Identify rock properties in hand samples.
 Visit a local mine (Sterling Mines) to observe and
experience how rock mining was done and how mined
rocks impact day to day life.
 How to read rock keys and use rock keys to identify
rock samples.
seafloor spreading.
 Compare/contrast different types of plate boundaries.
 Explain how heat inside Earth causes plate tectonics.
 Recognize features caused by plate tectonics.
Earthquakes
 Explain how earthquakes result from the buildup of
energy in rocks.
 Describe how compression, tension, and shear forces
make rocks move along faults.
 Distinguish among normal, reverse, strike-slip, and
thrust faults.
 Explain how earthquake energy travels in waves.
 Distinguish between primary, secondary, and surface
waves.
 Describe the structure of Earth’s interior.
 Explain where most earthquakes occur.
 Describe how scientists measure earthquakes.
 List ways to prepare for an earthquake and make
your home safer.
Volcanoes
 Describe how volcanoes can affect people.
 Identify the relationship between volcanoes and
Earth’s moving plates.
 List conditions that cause volcanoes to form.
 Explain how the explosiveness of a volcano is related
to the silica and water content of its magma.
 List the three forms of volcanoes.
 Identify and explain Hot Spots and correlate the type
of volcano formed.
 Describe intrusive igneous rock features and how
they form.
 Explain how volcanic necks, caldera’s, and dikes all
form.
Geologic Time
 List/describe conditions and processes that cause
fossils to form.
 Explain how fossil correlation is used to determine
rock ages.
 Identify how fossils can be used to explain changes
in Earth’s biosphere and surface features over time.
 Define “superposition” and explain how it relates to
the age of rock strata.
 Describe how half-lives of isotopes are used to
determine a rock’s age.
 Distinguish between absolute and relative age of
rocks.
 Define “Uniformitarianism” and how it is still used
to help geologists determine the age of rocks.
 List and describe the different Eras, Periods, and
Epochs of geologic time.
 Relate changes of Earth’s organisms to the divisions
of geologic time.
 Explain how changes caused by plate tectonics
affected organisms throughout geologic time.
 Identify when humans first appeared on Earth.
Earthquakes
 Triangulate the location of an earthquake.
 Read seismograms to identify earthquake magnitude.
 Recognize where earthquakes are likely to occur.
 Read USGS maps that show plate boundaries.
 How to respond (what to do) when an earthquake
occurs.
Volcanoes
 Recognize where volcanoes are likely to occur.
 How to respond (what to do) when a volcano erupts.
 Read USGS maps that show plate boundaries.
Geologic Time
 Identify fossils in rocks and correlate fossil types to
specific geologic time periods.
 Recognize sedimentary rock types where fossils are
likely found.
 Estimate the relative age of rocks using the law of
superposition.
Lessons and Activities: The learning experiences and instruction that will facilitate engagement and achievement for each and
every student.
The learning experience involves a variety of both traditional and non-traditional instructional methods. SmartBoards are
utilized to facilitate interactive lessons for initial instruction as well as review and reinforcement activities. Flippedclassroom approaches keep homework activities meaningful and relevant. Lab activities utilize hands-on approaches that
enrich the kinesthetic learner while also incorporating STEM. Webquests, Virtual Labs, and Projects utilize the Internet
and further enrich instruction by providing a broader range of instructional approaches that support varied levels and
learning abilities. Lessons are differentiated through the use of various best practices, such as assigning specific roles to lab
and cooperative group members (data reporter, materials manager, spokesperson, etc.), and other cooperative learning
strategies. In addition, lessons, tests, and curriculum are modified to accommodate specific IEP and ELL learners.
Interdisciplinary Connections:
Language Arts: The ability to read, comprehend, identify and summarize key information from non-fiction text sources.
Mathematics: The ability to apply basic mathematical operations as required to process scientific data
Resources: Books, articles, electronic text, etc.
Textbook (Glencoe), Internet Resources, Virtual Labs/Software, Worksheets, SmartBoard and Power Point presentations,
Kahoot.it review games, Jeopardy Labs review games and Current Events.
Attachments
Instructional materials, handouts, actual assessments, etc.