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Earth Science Progression Rockaway Township Public Schools Science Unit Guide Earth Science – Grade 7 History of Earth - Plate Tectonics Key Concepts From: Appendix E: Progressions within the Next Generation Science Standards Plate tectonics is the unifying theory that explains movements of rocks at Earth’s surface and geological history. Maps are used to display evidence of plate movement. Including: • Layers of the Earth (Internal Structure of the Earth determined by Seismic Wave Evidence) • Types of Plate Movement • Heat Transfer in the Upper Mantle (Convection) • Theories of Plate Movement (Continental Drift, Plate Tectonics) • Evidence for Plate Movement, including Earth Strata, Fossil Evidence • Weathering and Erosion of Landforms, Topography Topic Standard(s) • • • MS-ESS1-4 MS-ESS2-2 MS-ESS2-3 Storyline The performance expectations in ESS1 and ESS2: Earth’s Systems, help students formulate an answer to questions such as: “How do people figure out that the Earth and life on Earth have changed through time?”, “How do the materials in and on Earth’s crust change over time?”, and “How does the movement of tectonic plates impact the surface of Earth?” Students examine geoscience data in order to understand the processes and events in Earth’s history. Students understand how Earth’s geosystems operate by modeling the flow of energy and cycling of matter within the Earth. On the Earth’s surface, water participates both in the dissolution and formation of Earth’s materials. The downward flow of water, both in liquid and solid form, shapes landscapes through the erosion, transport, and deposition of sediment. Shoreline waves in the ocean and lakes are powerful agents of erosion. Over millions of years, coastlines have moved back and forth over continents by hundreds of kilometers, largely due to the rise and fall of sea level as the climate changed (e.g., ice ages). Students investigate the properties of important materials and construct explanations based on the analysis of real geoscience data. Of special importance in both topics are the ways that geoscience processes provide resources needed by society but also cause natural hazards that present risks to society; both involve technological challenges, for the identification and development of resources. Students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, analyzing data, and constructing explanations and designing solutions; and to use these practices to demonstrate understanding of the core ideas. Rockaway Township Public Schools Science Unit Guide Earth Science – Grade 7 History of Earth - Plate Tectonics Disciplinary Core Ideas(DCI): Science Concept ESS1.C: The History of Planet Earth • Tectonics processes continually generate new ocean floor at ridges and destroy old seas floor at trenches. ESS2.A: Earth’s Materials and Systems • The planet’s systems interact over scales that range from microscopic to global in size, and theu operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. ESS2.B: Plate Tectonics and Large-Scale System Interactions • Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. ESS2.C: The Roles of Water in Earth’s Surface Processes • Water’s movements – both on the land and underground – cause weathering and erosion, which change the land’s surface features and create underground formations. Performance Expectations (PE) / Clarification Statement and Assessment Boundary: Students who demonstrate understanding can: • • • MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6 billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.) Assessment Boundary: Assessment does not include recalling the names of specific period or epochs and events within them.] MS-ESS2-2-2. Construct an explanation based on evidence for how geosciences processes have changed Earth’s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landsides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movement of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate] MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structure to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the location of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary; Paleomagnetic anomalies in oceanic and continental crust are not assessed.) Essential Question: • Rockaway Township Public Schools Science Unit Guide Earth Science – Grade 7 History of Earth - Plate Tectonics Enduring Understanding: How does the movement of tectonic plates impact the surface of Earth? • • Earth’s systems continually interact at different rates of time, affecting in and on Earth’s crust over time.. Using evidence in rock layers and land features, scientists can figure out that Earth and life on Earth has changed over time. Rockaway Township Goals: • • • • • • • Discuss different theories explaining the formation of the Earth and continental alignment. Describe and give evidence for the current model of the layers of the Earth. Understand how geologic events leave a record in rocks and the ocean floor. Model, discuss, and understand how heat is transferred and affects landforms on Earth. Describe and give evidence of how the Earth’s surface is transformed by various geoscience processes (i.e.- earthquakes, volcanoes, meteors, weathering, and erosion). Read and analyze topographic maps. Understand how technology has added to our knowledge about the geoscience processes affecting Earth over different time periods. Rockaway Township Public Schools Science Unit Guide Earth Science – Grade 7 History of Earth - Plate Tectonics Unit Learning Targets: The student will be able to…. • • • • • • • • Comprehend that today’s planet is very different than early Earth. Identify that the Earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core. Explain how geoscientists have proposed models of the Earth’s interior using indirect evidence from seismic waves. Understand that convection currents in the Earth’s interior cause the movement of the plates. Describe that major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from the motion of plates. Identify the three basic plate motions and the land forms created as a result of motion. Identify that the theory of plate tectonics is supported by the following evidence: age and type of rock, fossils, glacial deposits, coal deposits, and mountain belts. In addition, rock mapping of the Mid-Atlantic Ridge, revealing sea Suggested Activities: Including Differentiated Strategies (DI) This curriculum has been revised and updated for September, 2016, using the NGSS. Target activities may be modified, revised, or added by the seventh grade middle school teachers to maintain relevancy to the everchanging scientific world. Changes to target activities will reflect 100% agreement with the science certified teachers at the seventh grade level. Any changes to target activities will be shared with grades 6-8 to provide consistency with all middle school grade levels. Target Activities: • Describe and compare the characteristics of each layer of the Earth. • Describe how technology has influenced what we know about the internal structure of Earth. • Describe the location of shadow zones formed by different seismic waves as these waves travel through the Earth. • Earthquake Activity: Use the seismograph kit to ‘make an earthquake’ in the classroom, and then analyze the results of the tracings to find differences in vertical and horizontal vibrations. • Investigate the role of the transfer of energy in geophysical processes that create unique landforms • Locate and map current and historical evidence and data, such as volcanism, earthquakes, and ocean features (e.g., mid-ocean ridges and trenches), to reveal the location of plate margins. • Pangaea Activity : Study and explore Alfred’s Wegener’s theory of Continental Drift with supporting evidence from fossils, rocks, mountain belts and glacier deposits • Apply historical field evidence, such as the location of fossils, glacial Vocabulary: • • • • • • • • • • • • • • • • • • • • • • • • • contour lines convection convection currents convergent boundary creep crust density divergent boundary earthquakes elevation fault geoscience inner core lithosphere magnetic north pole magnetic stripes mantle mass movement mudflow outer core plates Richter Scale ridge rift valley sea floor spreading • • • floor spreading, and subduction zones are evidence for the theory of plate tectonics. Explain how weathering and erosion have changed the Earth’s surface slowly over a long period of time. Identify land features on a topographic map. Use a topographic map to explore catastrophic changes to the Earth’s surface. Rockaway Township Public Schools Science Unit Guide Earth Science – Grade 7 History of Earth - Plate Tectonics • • • • • • • • moraines, and rock structures, to the theory of plate tectonics. Create explanations for the evidence of plate tectonics that includes our current understanding of the Earth’s interior Investigate the role of gravity in erosion; especially as related to mass movement of rock/soil (such as mudflows, landslides/rock slides, slump, creep) Investigate the effects of glacial erosion and deposits; especially as related to the formation Green Pond Lake and deposits of green pond conglomerate. (Optional: Great Lakes) Describe elevation and features of Rockaway Township using topographic maps. Analyze topographic maps for Mt St Helen’s. Topographic Map Activity: Create a topographic map from a 3 dimensional landform. Optional: Web Quest: The Fossils of Antarctica (Time: 1 class period for Internet research and answering the set of questions) Your job in this Web Quest is to discover what fossils have been found in Antarctica, and to identify how those fossils either support or disprove Wegener’s hypothesis and the theory of plate tectonics. You will have to find out what kinds of fossils have been found in Antarctica. You will have to discover how to interpret the meaning of these fossils as indicators of the climate that once prevailed in Antarctica. Finally, you will answer a set of questions about the fossils of Antarctica to demonstrate what you have learned. http://www.glencoe.com/sec/science/webquest/content/fossils.shtml Web Quest: Volcanoes and the Ring of Fire (Time: 1 class Period for research and completion of the table and map) Your job in this Web Quest is to explore the active volcanoes of the world and discover how these volcanoes are related. In order to do this, you first will have to learn a little about plate tectonics, and about what happens when plates collide on Earth’s surface. You will learn about three different types of plate boundaries, and what kinds of volcanic activities are associated with each type. You will describe the plate boundaries located along the edges of the Pacific Ocean and identify an area known as the ring of fire. Then you will list information in a table on at least five active volcanoes from the ring of fire. Finally, you will draw a simple map of the ring of • • • • • • • • • • • scale models seismic waves seismograph shadow zones slump subduction survey topography transform boundary trench volcanic mountain range Rockaway Township Public Schools Science Unit Guide Earth Science – Grade 7 History of Earth - Plate Tectonics fire area and identify each of the volcanoes in your table on the map. http://www.glencoe.com/sec/science/webquest/content/volcanoes.shtml • Optional: Musical Plates: A Study of earthquakes and Plate Tectonics (grades 6-12) http://www.ciese.org/curriculum/musicalplates/ Rockaway Township Public Schools Science Unit Guide Earth Science – Grade 7 History of Earth - Plate Tectonics Resource Materials: • • • • • • • • • • • Glencoe RED – Chapter 10, Forces Shaping the Earth Glencoe RED – Chapter 11, Weathering and Erosion (Section 1- all except classifying/analyzing soil types; Section 2 - all) Delta Kit - Earth Processes Prentice Hall Earth Science text (Chapter 1- Mapping Earth’s Surface) (Unit 2, Plate Tectonics, Earthquakes and Volcanoes) (Unit 3 – Weathering, Erosion and Deposition, A Trip Through Geologic Time) A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas - available Professional Book with EXCELLENT background information (download free from MyNAP: http://www.nap.edu/catalog/13165/aframework-for-k-12-science-education-practices-crosscuttingconcepts ) Classroom Posters - Earth structure, Plate Boundary Map, Mid-Atlantic Ridge, Sea floor map Volcanoes DVD Seismograph Kit Interactive Earth Science websites – Pangaea, Plate Tectonics, Earthquakes, Ring of Fire, Topography, Teacher-made PowerPoint presentations USGS Website http://topomaps.usgs.gov/ • Earthquake Laser Disk (NOTE: There are fewer functioning laser disc players in our district) Assessments: • • • • • • • • • • • • Organized Science Notebooks/ Science Journals Daily and Graded Homework Assignments Lab Investigations (controlled variables) Teacher observation, checklists, rubrics Student assessment rubrics (self checking / student created / teacher created) Lab group assessments (student created / teacher created, student peerto-peer feedback) Projects / STEM Activity as determined by grade level Project – Straw Skyscraper Structure – tested on Earthquake Shake table (located in room 216) in conjunction with Force Unit Exit Tickets Quizzes Tests Benchmark Assessment ( for SGO, as determined by grade level) Science and Engineering Practices : Rockaway Township Public Schools Science Unit Guide Earth Science – Grade 7 History of Earth - Plate Tectonics Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. • Develop and use a model to describe phenomena. (MS-ESS2-1),(MS-ESS2-6) • Develop a model to describe unobservable mechanisms. (MS-ESS2-4) Planning and Carrying Out Investigations Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions. • Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions. (MSESS2-5) Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. • Analyze and interpret data to provide evidence for phenomena. (MS-ESS2-3) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. • Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future. (MS-ESS2-2) Rockaway Township Public Schools Science Unit Guide Earth Science – Grade 7 History of Earth - Plate Tectonics Cross Cutting: Patterns Patterns in rates of change and other numerical relationships can provide information about natural systems. (MS-ESS2-3) Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-ESS2-5) Scale Proportion and Quantity • Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS2-2) Systems and System Models • Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems. (MS-ESS2-6) Energy and Matter • Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (MS-ESS2-4) Stability and Change • Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale. (MS-ESS2-1) • Rockaway Township Public Schools Science Unit Guide Earth Science – Grade 7 History of Earth - Plate Tectonics Common Core State Standard Connections: ELA/Literacy Common Core State Standard Connections: Mathematics RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-2),(MS-ESS2-3),(MS-ESS2-5) MP.2 Reason abstractly and quantitatively. (MS-ESS2-2),(MS-ESS23),(MS-ESS2-5) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS2-3) 6.NS.C.5 RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ESS23),(MS-ESS2-5) Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.(MS-ESS2-5) 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS2-2),(MSESS2-3) 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS2-2),(MS-ESS2-3) WHST.68.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MSESS2-2) WHST.68.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ESS2-5) SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-6)