* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Sample High School Earth Science Unit Plan
Survey
Document related concepts
Geomorphology wikipedia , lookup
Schiehallion experiment wikipedia , lookup
Spherical Earth wikipedia , lookup
Tectonic–climatic interaction wikipedia , lookup
History of geomagnetism wikipedia , lookup
History of Earth wikipedia , lookup
Age of the Earth wikipedia , lookup
History of geodesy wikipedia , lookup
History of geology wikipedia , lookup
Large igneous province wikipedia , lookup
Transcript
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 o o o o o o 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 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 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