Download Earth`s Systems and Resources

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?
●
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
Assessment Guidance ​The objective of this
● Define deposition
indicator is to ​ develop and use models to
● Illustrate and explain, using real world
explain how the processes of weathering,
examples, how weathering ,erosion, and
erosion, and deposition change surface
deposition work together to change earth’s
features in the environment. Therefore, the
surface features
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
Resources
Discovery Education Techbook
Chemical Weathering
Mechanical Weathering
Erosion by Water
Erosion by Gravity
Videos:
DE Full Video and Video Segment Search Results
Uncovering Student Ideas in Earth and Environmental Science:
Is It Erosion? P99-102
Can a Plant Break Rocks? P103-106
Grand Canyon p107-110
Mountains and Beaches p111-115
Activities:
Weathering and Surface Area
Rock Abrasion
Water Power!
Investigating Freezing Water
1
Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources
The Trail That Would Fail
Investigating Stream Erosion
Modeling Sinkhole Formation
Calculating Stream Discharge
Go With the Flow
Modeling Cave Deposition
Rolling Stones
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.
Assessment Guidance ​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. Therefore, 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.
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.
Assessment Guidance ​The objective of this
indicator is to ​obtain and communicate
I can…
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●
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●
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Explain how igneous rock are formed
Recall the difference between magma and lava
Explain how metamorphic rocks are formed
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
FOSS:
Earth’s History -- Investigation 2: Weathering and Erosion; 3:
Deposition
Discovery Education Techbook
Rock Cycle
Igneous Rock
Metamorphic Rock
Sedimentary Rock
Videos:
DE Full Video and Video Segment Search Results
Uncovering Student Ideas in Earth and Environmental Science:
Sedimentary Rock Layers p95-98
Activities:
Design a Rock Cycle Model
One Candle, Three Rocks
Chill Out, Rock On
Energy of a River
Gathered and Glued
Rock Stretch
FOSS​:
Earth’s History -- Investigation 3: Deposition; 5: Igneous Rocks; 7:
Mountains and Metamorphic Rocks
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)
Discovery Education Techbook
Structure Based on Composition
Physical Properties of Earth’s Layers
Videos:
DE Full Video and Video Segment Search Results
2
Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources
information about the relative position,
density, and composition of Earth’s layers
(crust, mantle and core). Therefore, 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.
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.
Assessment Guidance ​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. Therefore 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 land form 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.
●
Construct a scale model to compare the
relative position of the layers of the Earth
Uncovering Student Ideas in Earth and Environmental Science:
What is the Inside of Earth Like? p121-124
Activities:
Crusty Core
Layered Earth
FOSS​:
Earth’s History -- Investigation 5: Igneous Rocks
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)
● 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
Discovery Education Techbook
Plate Tectonics
Videos:
DE Full Video and Video Segment Search Results
Uncovering Student Ideas in Earth and Environmental Science:
Describing Earth’s Plates p125-129
Where Do You Find Earth’s Plates? P131-134
What Do You Know About Volcanoes and Earthquakes? p135-139
Activities:
S’more Tectonics
Candy Bar Tectonics
Plate Tectonics Pick-a-Project
FOSS​:
Earth’s History -- Investigation 6: Volcanoes and Earthquakes; 7:
Mountains and Metamorphic Rocks
3
Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources
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).
Assessment Guidance ​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). Therefore, 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.
Content Area
Grade Level/Course
Standard
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
Discovery Education Techbook
Evidence for Plate Tectonics
Plate Tectonics
Videos:
DE Full Video and Video Segment Search Results
Activities:
Continental Drift
Evidence for Continental Drift
Drifting Evidence
FOSS​:
Earth’s History -- Investigation 6: Volcanoes and Earthquakes; 7:
Mountains and Metamorphic Rocks
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.
4
Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources
Enduring Understandings
(Conceptual Understanding)
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?
●
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
Assessment Guidance ​The objective of this
● Identify patterns that result from volcanic
indicator is to ​analyze and interpret data to
activity along plate boundaries
describe patterns in the location of volcanoes
● Explain the relationship between volcanoes,
and earthquakes in relation to tectonic plate
earthquakes, and plate boundaries
boundaries, interactions, and hot spots.
● Identify the Pacific Ring of Fire
Therefore, the primary focus of assessment
● Define “hot spot”
should be for students to ​analyze and
● Explain how volcanic activity can occur at a
interpret data from visual images and data
hot spot
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.
8.E.5B.2 Construct explanations of how
I can…
forces inside Earth result in earthquakes and
● Recall convection currents
volcanoes.
● Recall tectonic forces (tension, compression,
and shearing)
Resources
Discovery Education Techbook
Why Earthquakes Occur
Where Earthquakes Occur
Activities:
Earthquake Locations
Tectonic Features Modeling
Explosive versus Gradual Eruptions
FOSS​:
Earth’s History -- Investigation 6: Volcanoes and Earthquakes
Discovery Education Techbook
Why Earthquakes Occur
Where Earthquakes Occur
5
Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources
Assessment Guidance ​The objective of this
indicator is to ​construct explanations of how
forces inside Earth result in earthquakes and
volcanoes. Therefore, the primary focus of
assessment should be for students to ​use
evidence from a variety of sources to describe
the cause and 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.
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.
Assessment Guidance ​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. Therefore, 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
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Describe why earthquakes occur
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
Activities:
Creating a Lahar
FOSS​:
Earth’s History -- Investigation 6: Volcanoes and Earthquakes
Discovery Education Techbook
Effects of Volcanoes
Earthquake Preparation
Activities:
Designing a Class House
Building for an Earthquake
Stable Construction
Earthquake in the Classroom
The Day the Earth Shook
FOSS​:
Earth’s History -- Investigation 6: Volcanoes and Earthquakes
6
Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources
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.
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.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?
●
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
Assessment Guidance ​The objective of this
● Define ore
indicator is to ​obtain ​and communicate
● Define fossil fuel
information regarding the physical and
● Explain how mineral resources, ores, and
chemical properties of minerals, ores, and
fossil fuels are beneficial
fossil fuels to describe their importance as
● Use a chart, diagram, or dichotomous key to
Earth resources. Therefore, the primary focus
identify the usefulness of an ore or mineral
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
Resources
Discovery Education Techbook
Minerals
Types and Uses of Fossil Fuels
Activities:
Exploring Physical Characteristics of Minerals
Drilling for Oil
Minerals and Rocks
7
Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources
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
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
8