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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 ● Define deposition ● Illustrate and explain, using real world examples, how weathering ,erosion, and deposition work together to change earth’s surface features 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. I can… ● Explain how igneous rock are formed ● Recall the difference between magma and lava ● Explain how metamorphic rocks are formed Curriculum Guide ● The objective of this indicator is to develop and use models to explain how the processes of weathering, erosion, and deposition change surface features in the environment. ● The 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 ● 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. 1 Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources 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 ● 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) ● Construct a scale model to compare the relative position of the layers of the Earth ● 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) ● ● ● ● 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. 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. ● ● ● ● ● 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. The objective of this indicator is to obtain and communicate information about the relative position, density, and composition of Earth’s layers (crust, mantle and core). 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. 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. 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 landform 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. 2 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). Content Area Grade Level/Course 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 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 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). ● 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. ● Science Grade 8 3 Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources Standard Enduring Understandings (Conceptual Understanding) 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.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 ● Identify patterns that result from volcanic activity along plate boundaries ● Explain the relationship between volcanoes, earthquakes, and plate boundaries ● Identify the Pacific Ring of Fire ● Define “hot spot” ● Explain how volcanic activity can occur at a hot spot 8.E.5B.2 Construct explanations of how forces inside Earth result in earthquakes and volcanoes. I can… ● Recall convection currents ● Recall tectonic forces (tension, compression, and shearing) ● Describe why earthquakes occur Assessment Guidance and Curriculum Guide ● The objective of this indicator is to analyze and interpret data to describe patterns in the location of volcanoes and earthquakes in relation to tectonic plate boundaries, interactions, and hot spots. ● The primary focus of assessment should be for students to analyze and interpret data from visual images and data 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 ● ● The objective of this indicator is to construct explanations of how forces inside Earth result in earthquakes and volcanoes. The primary focus of assessment should be for students to use evidence from a variety of sources to describe the cause and 4 Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources ● ● ● ● 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. Content Area Grade Level/Course Standard 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 ● ● ● ● 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. 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. 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 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. 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. 5 Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources Enduring Understandings (Conceptual Understanding) 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 ● Define ore ● Define fossil fuel ● Explain how mineral resources, ores, and fossil fuels are beneficial ● Use a chart, diagram, or dichotomous key to identify the usefulness of an ore or mineral Assessment Guidance and Curriculum Guide ● The objective of this indicator is to obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. ● The primary focus 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 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 6 Curriculum Unit Plan: 8.E.5: Earth’s Systems and Resources 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 7