Download Sample High School Earth Science Unit Plan

Marie C. Anastasio
The Dynamic Earth Unit
Age: students 14-15 years old
Grade Level: 9th Grade Regents Earth Science
Subject: Earth Science- The Dynamic Earth Unit
Timeline: The second unit of the year after Earth Materials; 5 weeks long
Unit Overview: (List of topics)
Evidence of crustal changes
 Deformed rock structure
 Fossil evidence
Theory of Continental Drift
 Coastlines fitting together like a puzzle
 Fossil clues
 Rock clues
 Climate clues
Topography of the ocean floor
Sea Floor Spreading
Plate Tectonics
 Earth’s lithosphere “floats” over the asthenosphere
 Types of plate boundaries (convergent, divergent and transform)
o Landforms associated with them
 Convection as the driving force for plate movement
Earthquakes
 Difference between focus and epicenter
 Using the difference between P and S wave arrival times of 3 seismic stations to calculate
the distance to the epicenter of EQ
 Analysis of P and S waves to infer the interior structure of the Earth
 Using the Richter and Mercalli scales to measure intensity of and damage caused by EQs
 Tsunamis
Volcanoes
 Hot Spots
 Types of volcanoes
 Volcanic features
Standards Addressed:
National:
Grades 5-8
STRUCTURE OF THE EARTH SYSTEM
o The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic
core.
o Lithospheric plates on the scales of continents and oceans constantly move at rates of
centimeters per year in response to movements in the mantle. Major geological events,
such as earthquakes, volcanic eruptions, and mountain building, result from these plate
motions.
o Land forms are the result of a combination of constructive and destructive forces.
Constructive forces include crustal deformation, volcanic eruption, and deposition of
sediment, while destructive forces include weathering and erosion.
o Some changes in the solid earth can be described as the "rock cycle." Old rocks at the
earth's surface weather, forming sediments that are buried, then compacted, heated, and
often recrystallized into new rock. Eventually, those new rocks may be brought to the
surface by the forces that drive plate motions, and the rock cycle continues.
EARTH'S HISTORY
o The earth processes we see today, including erosion, movement of lithospheric plates,
and changes in atmospheric composition, are similar to those that occurred in the past.
earth history is also influenced by occasional catastrophes, such as the impact of an
asteroid or comet.
Grades 9-12
ENERGY IN THE EARTH SYSTEM
o Earth systems have internal and external sources of energy, both of which create heat.
The sun is the major external source of energy. Two primary sources of internal energy
are the decay of radioactive isotopes and the gravitational energy from the earth's original
formation.
o The outward transfer of earth's internal heat drives convection circulation in the mantle
that propels the plates comprising earth's surface across the face of the globe.
State:
o 1.2i The pattern of evolution of life-forms on Earth is at least partially preserved in the
rock record.
o 1.2j Geologic history can be reconstructed by observing sequences of rock types and
fossils to correlate bedrock at various locations.
o 2.1j Properties of Earth’s internal structure (crust, mantle, inner core, and outer core) can
be inferred from the analysis of the behavior of seismic waves (including velocity and
refraction).
 Analysis of seismic waves allows the determination of the location of earthquake
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epicenters, and the measurement of earthquake magnitude; this analysis leads to
the inference that Earth’s interior is composed of that differ in composition and
states of matter.
2.1k The outward transfer of Earth’s internal heat drives convective circulation in the
mantle that moves the lithospheric plates comprising Earth’s surface.
2.1l The lithosphere consists of separate plates that ride on the more fluid asthenosphere
and move slowly in relationship to one another, creating convergent, divergent, and
transform plate boundaries. These motions indicate Earth is a dynamic geologic system.
These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain
ranges.
 Compared to continental crust, ocean crust is thinner and denser. New ocean crust
continues to form at mid-ocean ridges.
 Earthquakes and volcanoes present geologic hazards to humans. Loss of property,
personal injury, and loss of life can be reduced by effective emergency
preparedness.
2.1mMany processes of the rock cycle are consequences of plate dynamics. These include
the production of magma (and subsequent igneous rock formation and contact
metamorphism) at both subduction and rifting regions, regional metamorphism within
subduction zones, and the creation of major depositional basins through down-warping of
the crust.
2.1nMany of Earth’s surface features such as mid-ocean ridges/rifts, trenches/subduction
zones/island arcs, mountain ranges (folded, faulted, and volcanic), hot spots, and the
magnetic and age patterns in surface bedrock are a consequence of forces associated with
plate motion and interaction.
2.1o Plate motions have resulted in global changes in geography, climate, and the patterns
of organic evolution.
2.1pLandforms are the result of the interaction of tectonic forces and the processes of
weathering, erosion, and deposition.
Student Performance Objectives:
 Students will plot evidence for Continental Drift and reconstruct the supercontinent
Pangaea
 Students will become familiar with the world map of Tectonic Plates on page 5 of their
Earth Science Reference Tables and be able to recognize convergent, divergent, and
transform plate boundaries
 Students should be able to explain how sea floor spreading occurs based on age evidence
and magnetic evidence of rocks
 Students should be able to explain the difference between the different plate boundaries
 Students should be able to describe how the theory of plate tectonics came about
 Students should be able to recognize the relationships between where EQs and volcanoes
occur to the plate boundaries
 Students should know that hot spots are one exception
 Students will be able to describe how convection in the mantle is the driving force behind
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plate tectonics
Students should understand that faults are the main cause for EQs
Students should understand how a seismograph measures and records EQ waves
Students should know the difference between focus and epicenter of EQs
Students should know the difference between P and S waves
Students should be able to read a seismograms
Students should know how to calculate the difference in arrival times of P and S waves
and be able to use the travel time curve to find the distance to the epicenter
Students should know that the minimum number of stations required to calculate
epicenter is 3 stations
Students should be able to make and inference about the interior structure of the Earth by
analyzing seismic waves
Students should be able to describe that the existence of shadow zones infers that the
outer core is a liquid
Students should understand that tsunamis are the result of an EQ on the ocean floor
Students will be able to work cooperatively in groups to complete lab assignments
Enduring Outcomes/ Overarching Understandings:
 EQs and volcanoes can cause harm to human life, natural resources and infrastructure
 The study of plate tectonics is incorporated into emergency preparedness plans
Overarching Idea:
 EQs and volcanoes generally occur at predictable locations on Earth
Essential Questions:
 How is the Earth a dynamic system?
 How does the study of plate tectonics save lives?
 How do we know that the Earth’s crust is changing?
Unit Questions:
 How do you locate the epicenter of an EQ?
 How fast are the plates moving?
 Why do EQs and volcanoes occur?
 Describe the types of plate boundaries.
 What evidence is used to support Pangaea?
Learning Experiences and Instruction:
 Lab: Continental Drift
 Lab: Crustal Speed
 Lab: Seismic Speeding
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Lab: Plotting Epicenters
Lab: Plasticity
Jigsaw plate boundaries activity
Guided Notes (from David Mills, Holland Central Schools)
Milky Way Earth
Human Sea Floor Spreading Demo
Slinky (P and S waves)
Foam showing crustal deformation
Crossword puzzle
Lesson on Continental Drift
Lesson on Hawaii and Hot Spots
Resources to be used during instruction:
 Animations from LCD monitor during lessons
 Milky Way bars for plate boundaries demo
 Slinky for S and P waves lab
 Scissors for Continental Drift Lab
 Glue Sticks for Continental Drift Lab
 Colored pencils for Continental Drift Lab
 Calculators for labs
 Transparencies (of David Mills Guided Notes)
 Earth Science Reference Tables for each students throughout unit and year
 PowerPoint Hot Spots Lesson
 Lava Lamp for Hot Spots lesson
 Lei for Hot Spots lesson
 Board with continent cut outs for Continental Drift Lesson
Assessment:
 Students will be required to complete all lab assignments (performance tasks)
 Students will be required to do short reflections after several lessons, including a
reflection on what would happen if a hot spot is under a continent during the hot spot
lesson and which evidence they feel is compelling during the coninental drift lessons
 Questions will be planned throughout all lessons to check for understanding and to
encourage higher level thinking
 Unit Test (see attached)
Modifications for Diverse Learners:
 I will attempt to get the students up and moving a little, especially when they seem bored
or tired
 I will always try to use colors and give visual examples to help visual learners
 I will try to find hands-on activities whenever possible
 I will give guided notes so that students can focus on listening and watching rather than
writing
 I will change lab partners as needed so that students stay on task and understand what the
labs are teaching
 I will encourage students to come up with examples relevant to their lives
 I will encourage question asking and will be available outside of class to help students
who are having difficulty with concepts in class